It is time to pull the kids out of any college that is demanding vaccines and imposing punitive fines. This demonstrates that such universities and private schools are incompetent of teaching when all they do is promote the narrative without any original thought. Nearly 50% of those in hospitals have already been vaccinated and are typically overweight or have diabetes. Students at Connecticut’s Quinnipiac University are to be fined up to $2,275 and lose internet access if they fail to comply with the university’s COVID-19 vaccination policies. Quinnipiac University is known as a left-wing private liberal arts college in New Haven. It is obviously teaching only propaganda if we look at their policy of vaccines for a disease that has a lethal aspect of less than 1%.
The most important thing any university can teach is HOW TO THINK. This is what is seriously missing from education. Moreover, it is rare outside of law or medicine that anyone ever does what they went to school for. Even John Maynard Keynes did not have a degree in economics. So what is the point of spending all this money on degrees that end up worthless anyway? In The Last Lion about Churchill, written by William-Manchester, we find a passage that is on point regarding the problem we face with formal education:
“Clearly there was something odd here. Winston, Davidson had conceded, was the ablest boy in his form. He was, in fact, remarkable. His grasp of history was outstanding. Yet he was considered a hopeless pupil. It occurred to no one that the fault might lie, not in the boy, but in the school. Samuel Butler defined genius as “a supreme capacity for getting its possessors into trouble of all kinds,” and it is ironic that geniuses are likeliest to be misunderstood in classrooms. Studies at the University of Chicago and the University of Minnesota have found that teachers smile on children with high IQs and frown upon those with creative minds. Intelligent but uncreative students accept conformity, never rebel, and complete their assignments with dispatch and to perfection. The creative child, on the other hand, is manipulative, imaginative, and intuitive. He is likely to harass the teacher. He is regarded as wild, naughty, silly, undependable, lacking in seriousness or even promise. His behavior is dis¬tracting; he doesn’t seem to be trying; he gives unique answers to banal questions, touching off laughter among the other children. E. Paul Torrance of Minnesota found that 70 percent of pupils rated high in creativ¬ity were rejected by teachers picking a special class for the intellectually gifted. The Goertzels concluded that a Stanford study of genius, under which teachers selected bright children, would have excluded Churchill, Edison, Picasso, and Mark Twain.”
id/p 158-159
Our children are being taught propaganda. I have told the story of how my school required me to read Galbraith’s “Great Crash.” Only when I bought a copy of Herbert Hoover’s memoirs in an antique book store in London did I realize that everything I was taught in economics and history class was outright WRONG, and to a large extent, Socialist propaganda. Hoover had all the letters between heads of state going back and forth because, in 1931, there was a Sovereign Debt Crisis with most countries permanently defaulting on their national debts (you can buy many of the bonds on eBay).
Nowhere in class or in Galbraith’s “Great Crash” was there ever a single word about how governments defaulted, and that is what made the Great Depression so great. You can take the stock market down 70%, but you will not create depression, as we have witnessed every time since. But wipe out the bond market where capital at least 10:1 v equities, and the economy cannot be sustained. But to teach that simple fact in school means that government was the culprit — not corporations and the rich. In fact, when the Senate subpoenaed all the high-flying rich dudes in the stock market back in 1930, none of them were short, and ALL lost money (see Greatest Bull Market in History 1986 Vol II 1930-1931).
Now what has come out from a Freedom of Information Act on the CDC was the collision with the American Federation of Teachers (AFT) and the CDC. The emails exposed how the bureaucracy of this teachers’ union was lobbying the CDC to roll back its school reopening guidelines, so they did not have to go back to work. They insisted that the CDC add “language,” recommending that schools continue to provide “telework” and “virtual teaching opportunities” rather than classrooms. The AFT also requested that the CDC add a coronavirus “variant closing metric” that would revise the CDC’s greenlight for in-person instruction “at any level of community [COVID] transmission.”
The teachers union wanted to transform education to virtual teaching, insisting that the CDC reinstate lockdown measures in the event of any new coronavirus variants. Welcome to the real corruption behind the curtain. We have Quinnipiac University threatening a virtual 10% surcharge as a claimed fine if not vaccinated and cutting off of all virtual access if not vaccinated. It is time to look closely at the schools and withdraw children from these schools that are only teaching half-truths and propaganda.
What Other Teachers Said About Their Students
Einstein
Munich schoolmaster wrote in Albert Einstein’s school report, “He will never amount to anything.” (1895)
Fidel Castro
“He will study law, and we have no doubt that he will make a name for himself. Fidel has what it takes and will make something of himself.”
Hitler
From his secondary school report card, September 16, 1905: “Moral conduct, very satisfactory; diligence, irregular; religious instruction, adequate… freehand drawing, good; gymnastics, excellent.”
John Lennon
“Hopeless. Rather a clown in class. He is just wasting other pupils’ time. Certainly on the road to failure.”
