• Pragerisms

    For a more comprehensive list of Pragerisms visit
    Dennis Prager Wisdom.

    • "The left is far more interested in gaining power than in creating wealth."
    • "Without wisdom, goodness is worthless."
    • "I prefer clarity to agreement."
    • "First tell the truth, then state your opinion."
    • "Being on the Left means never having to say you're sorry."
    • "If you don't fight evil, you fight gobal warming."
    • "There are things that are so dumb, you have to learn them."
  • Liberalism’s Seven Deadly Sins

    • Sexism
    • Intolerance
    • Xenophobia
    • Racism
    • Islamophobia
    • Bigotry
    • Homophobia

    A liberal need only accuse you of one of the above in order to end all discussion and excuse himself from further elucidation of his position.

  • Glenn’s Reading List for Die-Hard Pragerites

    • Bolton, John - Surrender is not an Option
    • Bruce, Tammy - The Thought Police; The New American Revolution; The Death of Right and Wrong
    • Charen, Mona - DoGooders:How Liberals Hurt Those They Claim to Help
    • Coulter, Ann - If Democrats Had Any Brains, They'd Be Republicans; Slander
    • Dalrymple, Theodore - In Praise of Prejudice; Our Culture, What's Left of It
    • Doyle, William - Inside the Oval Office
    • Elder, Larry - Stupid Black Men: How to Play the Race Card--and Lose
    • Frankl, Victor - Man's Search for Meaning
    • Flynn, Daniel - Intellectual Morons
    • Fund, John - Stealing Elections
    • Friedman, George - America's Secret War
    • Goldberg, Bernard - Bias; Arrogance
    • Goldberg, Jonah - Liberal Fascism
    • Herson, James - Tales from the Left Coast
    • Horowitz, David - Left Illusions; The Professors
    • Klein, Edward - The Truth about Hillary
    • Mnookin, Seth - Hard News: Twenty-one Brutal Months at The New York Times and How They Changed the American Media
    • Morris, Dick - Because He Could; Rewriting History
    • O'Beirne, Kate - Women Who Make the World Worse
    • Olson, Barbara - The Final Days: The Last, Desperate Abuses of Power by the Clinton White House
    • O'Neill, John - Unfit For Command
    • Piereson, James - Camelot and the Cultural Revolution: How the Assassination of John F. Kennedy Shattered American Liberalism
    • Prager, Dennis - Think A Second Time
    • Sharansky, Natan - The Case for Democracy
    • Stein, Ben - Can America Survive? The Rage of the Left, the Truth, and What to Do About It
    • Steyn, Mark - America Alone
    • Stephanopolous, George - All Too Human
    • Thomas, Clarence - My Grandfather's Son
    • Timmerman, Kenneth - Shadow Warriors
    • Williams, Juan - Enough: The Phony Leaders, Dead-End Movements, and Culture of Failure That Are Undermining Black America--and What We Can Do About It
    • Wright, Lawrence - The Looming Tower

Guess What Was Recently Discovered in America’s Preparatory Education World? ….. “STUDENTS NEED TO SIT UP AND PAY ATTENTION!”….. WOW! WHOEVER’D-A-THOUGHT!!

“Retards Dictating America’s Colleges of Education,  Mindless and Marxist  for 70 Years Have Reproduced Their Clones BY THE HUNDREDS OF THOUSANDS causing nearly universal intellectual retardation resulting in a near total absence of knowledge among the nation’s student victims.

The following shocking discovery was printed in the Wall Street Journal on November 12, 2015

Our charters are guided by what I learned from a great public-school teacher: Distracted, misbehaving children aren’t learning…..by Eva Moskowitz   at the Wall Street Journal

Success Academy Charter Schools, New York City’s largest network of free charter schools, has recently been the center of controversy over its policies on student behavior. Our critics accuse us of pushing out children who might pull down our test scores, and in doing so creating what some call “a kindergarten-to-prison pipeline.” In reality, our attrition rates are lower than those of the district schools. How then do our students,

“I wish I could claim that I’ve developed some revolutionary peda

When I founded Success Academy in 2006, I hired Paul to coach our teachers. I soon learned that while he was quite instructionally sophisticated, Paul was decidedly old school on the topic of student behavior. Every child had to sit up straight and show he was paying attention.
I wasn’t completely sold on Paul’s approach at first, but when one of our schools was having trouble, I’d dispatch him to help. He’d tell the teachers to give him a class full of all the kids who had the worst behavioral and academic problems. The teachers thought this was nuts but they’d do so, and then a few days later they’d drop by Paul’s classroom and find these students acting so differently that they were nearly unrecognizable. Within weeks, the students would make months’ worth of academic progress.

Teachers couldn’t believe it. I couldn’t believe it. But Paul did it over and over again. And incredibly, the kids seemed to love Paul more than the teachers who were far less strict.

So what did he do? Well, imagine that a man to whom you’re speaking at a party is looking over your shoulder. You’ll suspect he isn’t really listening. The same is true of kids. Their physical behavior reflects their mental state.   Therefore, Paul set behavioral expectations to reflect the mental state he insisted his students have.

Paul’s students had to sit with hands clasped and look at whomever was speaking (called “tracking”).   They couldn’t stare off into space, play with objects, rest their head on their hands in boredom, or act like what Paul called “sourpusses” who brought an attitude of negativity or indifference to the classroom.  Paul made students demonstrate to him that at every single moment they were focused on learning.

He also had more sophisticated techniques.  He’d call on students randomly rather than ask for hands, so students had to prepare an answer for every question he asked.  He made students repeat or comment on wht their classmates said to make  them listen carefully to one another.  And he’d never repeat what a child said, as most teachers do, because – besides wasting precious time – it suggested to student that they didn'[t have to listen to one another, only to the teacher.

These practices ensured that while only one student could talk at a time, every child was continually engaging in what Paul called “active listening,” meaning thinking critically and preparing to participate if called upon.”

(There’s more, but here in this article above lies  very basic, very simple sample of  procedures absolutely necessary to the  passing on knowledge and problem solving from one generation to the next, even among children and teenagers who come from backgrounds where knowledge and problem solving beyond basic existence in general is a foreign language  to common these days in Americans under age 50 in general, and under age 25 in the universal….in the latter primarily due to politics, the determination primarily by  black racists, feminists, and Marxists everywhere, themselves narrowly learned,   to make the millenia of  accomplishments of the human white male throughout history  disappear from human knowledge forever.

Passing on knowledge requires generations and generations of citizens, beings of all backgrounds, commanding some basic knowledge in as many fields of knowledge possible, the more, by far the better for problem solving.   BUT WHAT HAPPENS WHEN ‘STUDENTS’ IN AMERICAN HIGH SCHOOLS AND COLLEGES  IN THE LIBERAL ARTS ARE ABSENT OF KNOWLEDGE, BECAUSE THEIR INSTRUCTORS ARE ABSENT OF  KNOWLEDGE TO TEACH…..THE ALMOST UNIVERSAL PROBLEM IN AMERICA TODAY?

I taught high school  in Minneapolis, from 1960 into 1972.   No student either dared or tried in class  to become detached from our topics on hand.   It was their responsibility, I preached,  as a thinking human being to amass as much knowledge in their lifetime as possible in order to find meaningful understandings to the life they will live……..and, as my old maid public school teachers programmed in me, “the more knowledge you know, the  closer to God you’ll be, for God knows all things”…..

….AND they reminded  as a second reason, amassing knowledge “will help us all  make a better choices when voting  at the ballot box because  “We are all responsible for what we do!”

These  very, very well educated of knowledge old maid teachers  loved teaching the subjects they commanded, and it showed.

It showed another very important reason;  although the majority of teachers  K through grade 12 from 1939 – 1952 when I went to school, were female,  school discipline was universally male.   No one dared to misbehave in class or on school grounds.

My God, was I lucky to have met such people in my young life!!


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