• 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

Duluth Rally for President Trump, June 20th


at  350 Harbor Drive…..

Doors open:  3:30 PM CT         Event begins  6:30 PM CT

Please read more below!


The Ideal Family Begins with a Mom and a Dad!

Why Moms and Dads Both Matter in Marriage


by Jenet Erickson  at the Public Discourse        (Article sent by Mark Waldeland)


Mothers and fathers are not interchangeable—they both add distinct benefits to the development of children. Courts and legislatures can change legal definitions, but they cannot alter biology or psychology.

As the Supreme Court considers whether to redefine marriage in genderless terms, scholars supporting gender-diverse parenting filed an amicus briefurging the Court not to eviscerate this fundamental norm of marriage given its crucial benefits to the development of children. If same-sex marriage is constitutionalized, the message the law will send is that the gender of parents becomes valueless, since any two adults will do.

Gender Diversity Is in Our Genes

In the late 1970s, Azim Surani tried to create new life using two sets of genes from only a mother, or a father. Everything then known about genetics suggested that with the right number of chromosomes, life would develop normally, even if all of its genetic material came only from a female or a male. But the eggs with only the mother’s genes could not survive. A similar fate met the eggs implanted with two sets of father’s genes.

As science reporter Paul Raeburn describes, Surani discovered that mothers and fathers each contributed something in their genes that was critical to sustaining life. These “paternal” and “maternal” genes appeared completely indistinguishable in every way, yet expressed themselves differently depending on whether they came from the mother or the father. And both were essential to the survival of the egg.

The essential need for both a mother and a father to provide genetic material for survival parallels what social science tells us about the importance of mothers and fathers in children’s development. Fathers and mothers bring similar, even indistinguishable, capacities that enable healthy child development. But like the complementarity of the left and right halves of the brain, they also bring distinct capacities that provide complementary, irreplaceable contributions to children’s healthy development.

Coo and Cuddle vs. Tickle and Toss

Consider what social science research reveals about how mothers and fathers distinctively influence children’s social and emotional development. Mothers are biologically primed to provide nurturing oriented toward creating a strong attachment relationship. Dramatic increases in oxytocin and oxytocin receptors during the process of giving birth and caring for infants act like a switch in mothers, turning on maternal behaviors. New moms find themselves expressing positive feelings, affectionately touching and gazing at their infants, and engaging in “motherese” vocalizations. Infants’ levels of oxytocin parallel their mothers’, producing feelings of calm and well-being that similarly bond mother and offspring.

Fathers also experience significant physiological changes that “prime” them for bonding. But the same hormones elicit different types of responses. Instead of inviting “security-inducing” behaviors, fathers’ levels of oxytocin are associated with “stimulatory” behaviors, like tickling and bouncing. This suggests a biological foundation for what we observe all around us. While mothers are more likely to “coo and cuddle” their infants, fathers are more likely to “tickle and toss.” These differences foreshadow more extensive complementary patterns exhibited across children’s development.

Identity and Emotional Capacity vs. Social and Relational Capacity

A mother’s capacities are uniquely oriented toward identity formation and emotional security. Her ability to detect, interpret and respond in positive, non-intrusive ways to her infant’s needs has been identified as the strongest and most consistent predictor of a child’s social, emotional, and cognitive development. Neuropsychological studies indicate that mothers have a uniquely sensitive ability to modify the stimulation they give to their infants, matching their infants’ inner state and providing the optimal “chunked bits” of positive interaction needed for development. In the process, children experience positive effects on memory, cognition, stress tolerance, and emotional and behavioral regulation, as well as cardiovascular, metabolic, and immune function.

In this secure attachment relationship, children develop their own sense of identity while learning to appreciate, understand, and empathize with the feelings of others. From infancy on, children are more likely to seek out their mothers for comfort in times of stress. And mothers are much more likely to identify, ask about, listen to, and discuss emotions with children. A mother’s unique orientation toward identifying, expressing, regulating, understanding, and processing emotions is not only important for self-awareness and emotional well-being; it also lays a foundation for moral awareness, including a sense of moral conscience with the capacity to distinguish between right and wrong.

Fathers demonstrate a complementary influence. While mothers are uniquely important in developing secure identity and emotional understanding, fathers are uniquely important in developing social and relational capacity. Interestingly, this complementarity is reflected in the way mothers and fathers hold their infants. While a mother is likely to hold her infant to enable maximum contact with her face and body, a father is most likely to hold the infant in a way that gives the baby the same view of the world as the father has. This “football hold” orients the infant’s face outward, toward others.

It is fathers’ involvement with their children that consistently predicts how they relate to others. Father closeness during a child’s adolescence has been identified as the key predictor of empathy in adulthood, as well as marital relationship quality and extra-marital relationship quality in adulthood. In contrast, lack of father involvement has repeatedly been associated with delinquent and criminal behaviors, even into adulthood. For boys, the mere presence of a father in the home predicts less delinquent behavior.

Some of this may be due, in part to the discipline style of fathers. Fathers intervene to discipline less often than mothers, but when they do, they exhibit more firmness and predictability. In contrast, mothers use more reasoning and flexibility in carrying out consequences. Children, in turn, are more likely to comply with their father’s requests and demands than with their mother’s.

More significantly, fathers influence children’s social and relational capacity through their play. Compared to mothers, fathers are much more likely to interact through play. And that play is strongly predictive of the quality of children’s peer relationships. In repeated studies, fathers who spent more time in positive play with their children had children with the highest peer ratings. When fathers were more responsive, patient, playful and less coercive in their play, children showed less aggressiveness and more peer competence, and they were better liked.

As one report noted, “Rough-housing with dad” appears to “teach children how to deal with aggressive impulses and physical contact without losing control of their emotions.” Through play, fathers help children learn how to temper and channel emotions in a positive, interactive way and gain confidence in their ability to do so. As children age, fathers focus less on physical play and engage in more peer-like verbal play in the form of sarcasm and humor. Peer-like verbal play allows a father to tease and joke with a child, within the safety of the father-child relationship, thus strengthening children’s sense of identity and social confidence. While mothers consistently build self-understanding, fathers consistently build social-relational understanding.

Learning Foundation vs. Orientation and Achievement

This same type of complementarity is exhibited in the mothers’ and fathers’ influence on children’s cognitive development and educational achievement. Indeed, mothers seem to be biologically and psychologically primed to provide just the right kind of emotionally sensitive, cognitively stimulating interactions.  Mothers are also are more likely to focus on teaching children in their interactions. For example, while fathers may use a toy to engage with a child, mothers will focus their child on the toy, describe it, and teach about it.  This verbally rich, teaching orientation has important implications for cognitive development, including memory, problem-solving, and language advancement.

Fathers complement the foundational contributions mothers make to children’s cognitive development and build upon it. When fathers are “involved, nurturing, and playful,” children exhibit higher IQs, language development, and cognitive skills. One explanation for this is that children with involved fathers show a social-emotional readiness for learning, including being better able to handle the stresses and frustrations associated with schooling. Fathers also uniquely influence children’s expressive language development, because they are more likely to use a broader vocabulary. Mothers, by contrast, often simplify their language to ensure understanding.

Fathers also play a central role in academic achievement. Children with involved fathers were 43 percent more likely to earn “A” grades, 33 percent less likely to repeat a grade, and 98 percent more likely to graduate from college. Part of this is due to the fact that involved fathers are likely to help with homework and provide financial support for college. But involved fathers also monitor and guide children’s behaviors, helping them avoid behaviors that might negatively impact school achievement. Indeed, they seem to be uniquely able to foster a learning environment with just the right mix of “engagement, affection, and supervision.”

Most significantly, fathers build children’s learning capacity by orienting children toward learning in critical ways. First, compared to mothers, fathers’ interactions are characterized by arousal, excitement, and unpredictability in a way that stimulates openness to the world, with an eagerness to explore and discover. Second, fathers have a unique ability to encourage risk-taking while ensuring safety and security, thus inviting children to pursue opportunities that translate into educational and occupational success. Third, involved fathers consistently focus on helping children learn to do things independently and to find solutions to their own problems, building both capacity and confidence. Finally, fathers tend to be more “cognitively demanding” of their children, pushing them to deepen and demonstrate their understanding. Where mothers are more likely to reach in and help children solve a problem, fathers hold back while still offering support, again building capacity and confidence. This area again demonstrates a complementarity between mothers and fathers that is critical, each being irreplaceable by the other.

Gender Identity and Sexual Development

The importance of mothers’ and fathers’ complementarity becomes particularly obvious as a child attempts to make sense of his or her gender. During this period (beginning around eighteen months), both the “same-sex-as-me parent” and the “opposite-sex-from-me-parent” play vital roles. In the words of famed anthropologist Margaret Mead, “One of the most important learnings for every human child is how to be a full member of its own sex and at the same time fully relate to the opposite sex.  This is not an easy learning; it requires the continuing presence of a father and a mother.”

The continuing presence of fathers emerges as particularly important in the sexual identity of girls. Girls who are not reared by their biological fathers are much more likely to engage in sexual relations at an early age and to become pregnant as teenagers. Father absence has been identified as the single greatest risk factor in teen pregnancy for girls. In fact, the presence and emotional closeness of fathers seems to “set the reproductive strategy” girls use throughout their lives. Perhaps, as Professor Bradford Wilcox concludes, this is because “Girls raised in homes with their fathers are more likely to receive the attention, affection, and modeling that they need . . . to rebuff young men who do not have their best interests at heart.”

For boys, the effects on sexual development are just as significant but manifest themselves differently. Without the closeness and modeling of a father, boys engage in what David Popenoe calls “compensatory masculinity,” exhibited in rejecting and denigrating anything feminine while seeking to prove masculinity through violent and aggressive domination. In contrast, boys raised in homes with fathers are more likely to “acquire the sense of self-worth and self-control that allows them to steer clear of delinquent peers and trouble with the law,” including in their sexual behaviors.

The Precision of Parental Complementarity

In each of these developmental areas, the natural complementarity between mothers’ and fathers’ parenting strengths is surprisingly precise. Whereas mothers are biologically prepared to nurture, teach, and provide care that is especially important for foundational development, fathers are predisposed to take a facilitative approach to parenting, fostering self-reliance, achievement, and healthy peer relationships in ways that are particularly important especially as children begin to transition to adult life. Both mothers and fathers are needed to create life, and both are needed to best facilitate the nurturing of that life. Mothers do not father, and fathers do not mother. Each emerges as a unique source of distinct and critical nurturing in the development of children. Indeed, evidence of these distinct contributions confirms a long assumed proposition: namely, that the direct, continual involvement of both a mother and a father in the home is ideal for the child’s development.

Thus, mandating that gender diversity be legally removed from marriage destroys one of the most fundamental and scientifically documented norms of marriage, which plays a crucial role in a child’s social, physical, emotional, and intellectual development.

Without gender complementarity in marriage, children will be worse off—and society will suffer the consequences.


Trouble Brewing Among Our Fascist Elite

Schism in Harvard Yard

Solzhenitsyn’s Blunt Sermon Still Cuts Deep 40 Years Later

. . . The opening of Solzhenitsyn’s speech suggested he would be discussing the Cold War and the cultural and political split between East and West. But it soon became clear that he had another schism in mind: two rival and competing views of human nature. “This is the essence of the crisis: the split in the world is less terrifying than the similarity of the disease afflicting its main sections.” With courage and insight, Solzhenitsyn made it clear where the fault line lay and on which side of it he stood.

On one side of the divide were those who posited the autonomous human being standing as “the measure of all things on earth.” On the other side stood Solzhenitsyn and those like him, who saw “imperfect man, never free of pride, self-interest, envy, vanity, and dozens of other defects.”

On one side were those who held a utopian anthropology: the view that the human species was ultimately perfectible, and that the goal of human happiness would be attained extrinsically by changes to man’s social, political, and economic milieu. From the other side, Solzhenitsyn reminded his hearers of the deep human tragedy:

If, as claimed by humanism, man were born only to be happy, he would not be born to die. Since his body is doomed to death, his task on earth evidently must be more spiritual: not a total engrossment in everyday life, not the search for the best ways to obtain material goods and then their carefree consumption. It has to be a fulfillment of a permanent, earnest duty so that one’s life journey may become above all an experience of moral growth: to leave life a better human being than one started it.

It does not take a 40-year vantage point to see that Solzhenitsyn’s Harvard address was more than a warning and other than a screed; that it was more on the order of a sermon; that, at its deepest, it was a call to conversion.


(Article sent by Mark Waldeland.)

The Tommy Robinson Phenomenon and The Death of Britain


“Tommy Robinson is the reason for existence among the English anti-fa/leftist “politically correct” crowds. Fiyaz Mughal and TellMAMAUK wouldn’t be able to justify themselves as strongly, without Tommy Robinson being there to serve as the antagonist. The Roadrunner for the Coyote. Keep in mind in that Looney Tunes program that there never really was an end point to that series. Of course, they stopped production of episodes at some point. But when it comes to the plot of this endless pursuit the Coyote was vying for, it never arrived.

There’s a lot to unpack when it comes to Tommy Robinson, and he’ll pop up throughout this essay. But when it comes to understanding the fundamental core of his story, there are two must-see pieces of content. His Oxford speech and the interview Brittany Pettibone did with him. Like peanut butter and jelly, these two videos mesh perfectly together to give the full picture. In the former, Tommy Robinson talks about his political motivations and background. The latter, we see how the UK government and police responded to his activism against Islam.



President Trump Speaks at Nashville



What Do Our American Fascists in “Education” Have Against Reading?

K-12: History of the Conspiracy against Reading

by Bruce Deitrick Price   at  American Thinker:

“In his 1984 book about American education, Samuel Blumenfeld pointed out that “[n]othing has mystified Americans more than the massive decline of literacy in the United States.  Children spend more time at school and the government spends more money on education than ever before.  Yet, reading ability keeps declining. What has gone wrong?”

You have probably heard this lament.  But here’s where it becomes really alarming.  Blumenfeld looked back seven decades to the year 1915.  That’s when the literacy figures for 1910 were published by the U.S. Bureau of Education and quoted in a weekly publication, School and Society, edited by James McCain Cattelll, one of the luminaries in the Progressive education movement. School and Society stated that:

Statistics compiled by the Bureau of Education for use at the Panama-Pacific Exposition, show that of children from 10 to 14 years of age there were in 1910 only 22 out of every 1,000 who could neither read nor write[.] … The following states report only one child in 1,000 between ages of 10 and 14 as illiterate: Connecticut, District of Columbia, Massachusetts, Minnesota, Montana, New Hampshire, North Dakota, Oregon, Utah, and Washington[.] … It is evident that the public schools will in a short time practically eliminate illiteracy.

According to the Bureau of Education, U.S. students were at least 99% literate a century ago.  Blumenfeld concluded:

So apparently they knew how to teach children to read in 1910.  Also, there was no such thing as ‘functional illiteracy,’ that is, a kind of low, inadequate reading ability which is the product of faulty teaching methods in our schools.  The illiteracy of 1910 was the result of some children having no schooling.  Functional illiteracy is a result of the way we actually teach children to read in our schools, for our teachers today, whether they know it or not, have been deliberately trained to produce functional illiteracy.

Admittedly, these were U.S. government figures presented to the world; maybe chauvinism was at play.  But even if you tinker with the stats, the collapse is still catastrophic.  The vast majority of children were reading and writing 100 years ago.  Now, thanks to deliberate policies of our Education Establishment, we have two thirds testing below proficient.

Blumenfeld commented:

To believe that such massive functional illiteracy is an unplanned phenomenon beyond the control of anyone is to believe that our educators with all their doctoral degrees literally don’t know what they are doing.  After all, teaching children to read is no big mystery.  Teachers have been doing it for the last 3,000 years, and as the US government’s own statistics show they were doing it well in 1910 and up to about the 1930s when the big switch took place in teaching methods.

That was when our Education Establishment (most probably, I would suggest, influenced by Comintern subversives) abolished phonics and made children memorize words by their shapes.  This approach has been a disaster, yet the public has been persuaded to accept it until this day.

I and others write constantly against this development, with less than the hoped for effect.  Our society, and especially the people at the top, seem all too comfortable with rampant illiteracy.  How is that possible?

Ayn Rand perfectly captured the country’s predicament in these few words: “[t]he hardest thing to explain is the glaringly evident which everybody has decided not to see.”

That’s where we are.  The glaringly evident escapes notice.  Most Americans have been conned into not seeing that our Education Establishment (i.e., the professors in charge) must be the chief cause of illiteracy and other educational failure.  Truthfully, nearly all of these pretend educators should be fired for demonstrated incompetence.

The power of our Education Establishment to maintain its destructive nonsense is frightening.  These shifty people have put the leaders of the country in straitjackets, apparently.  Even President Trump and Betsy DeVos cannot speak the obvious: children should learn to read in the first  grade.  Anything else is unacceptable.

If you hear about children bringing home lists of sight-words to memorize, start screaming.  That’s where illiteracy begins: sight-words.  If literacy is the goal, children should memorize the letters of the alphabet and the sounds they represent.

To save the country, we first have to save the public schools.  To do that, we have to save reading.  This is easy because reading is easy.

Coda: The Samuel Blumenfeld book quoted several times in this article is NEA: Trojan Horse in American Education.  This book is scholarly, relentless, and – for most readers – shocking.  Published about 35 years ago, it argues that the National Education Association promotes everything bad in public education.  It is the enemy within.”

Leftist Vulgarity Hits Tomi Lahren in Uncivilized Minneapolis

Doing what the fascistic Left does is relatively new to Leftist Minnesota.   We have thousands of Somali Muslims, females of which walk around their neighborhoods in burkas hiding their faces and bodies.   It all must be in the basic Swedish blood, not Norwegian, but Swedish….perhaps still wounded over supporting Nazi industry during World War II….or merely boredom by being Swedish.   Who knows?

I have never heard of Tomi Lahren and have no idea why she has stopped by a downtown eatery with her parents.   I haven’t subscribed to the New York Times-Washington Post Minneapolis leftist Strib for 25 years.

Apparently, Ms. Lahren is a civilized Christian, a Trumpee, or both, for Thank God, that’s how it goes in good old America these days……that age-old battle of right versus wrong!

Fascistic Leftism has been taught in Twin City colleges and universities for decades…….but violence such as water throwing or shootings doesn’t mix well with northern, long winters’ human blood….until OBAMA TIME, the days of disorder in which we now live;  the fascist  days Our Gifted Donald is determined to shorten and eliminate asap.

Please open up the below report  to learn more about today’s Minneapolis, MN: