I am writing on behalf of Mr. T___ U________, a member of our Association. Mr. and Mrs. U________ gave written notice of the withdrawal of their child via certified mail on February18, and your office signed for that letter on February 21, 2006. According to the Mr. U________, you contacted him on his cell phone on Monday February 20, at which time you told him that the law required him to make a personal appearance at the school and sign withdrawal papers. According to Mr. U________, you also called him again the next day and angrily insisted, once more, that he must come to your office and sign the forms, in spite of the fact that he told you they had sent a certified letter noting the withdrawal and your office signed for it that day. You threatened to send a truant officer to his home and take legal action; in fact, Ms. Teresa Cuevas did go to their home and left a warning for truancy of their child.

Mr. Hudson, you are mistaken; the law does not require a parent to make an appearance or sign district withdrawal forms. According to the Commissioner of Education, it is not necessary for a parent to complete school forms if they have given written notice of withdrawal, nor is it required by law. Mr. U________ has given written notice of the withdrawal of his child and has cooperated with your requests as recommended by the Texas Education Agency. Please remove his child from the rolls of your school immediately. Failure to do so or any further action by you or the school district against Mr. and Mrs. U________ or their child, will expose you and Seguin ISD to legal liability.

cc: Mr. T___ U________; Ms. Teresa Cuevas; Dr. Irene Garza, Superintendent, Seguin ISD; Dr. Shirley J. Neeley, Commissioner of Education; Mr. Robert Scott, Chief Deputy Commissioner of Education; State Senator Jeff Wentworth; State Representative Edmund Kuempel; Texas home schoolers

Competition works

By John Stossel

The Real Evil of Evolutionary Humanism

Written by Linda Kimball
Friday, November 11, 2005

In 1920, Winston Churchill spoke of a group of Enlightenment conspirators who had produced a system of morals and philosophy “as malevolent as Christianity was benevolent, which, if not arrested would shatter irretrievably all that Christianity has rendered possible.” He observed that this malignant worldview “has been the mainspring of every subversive movement during the 19th century. This worldwide conspiracy for the overthrow of civilization and the reconstitution of society on the basis of arrested development, of envious malevolence, and impossible equality has been steadily growing” (Zionism versus Bolshevism).

This malevolent system of warped morals and anti-human philosophy entered into the world during the Enlightenment, where it seems as if another Garden of Eden seduction occurred. It appears as though certain Enlightenment thinkers—Darwin, Marx, Hegel, Saint-Simon, and Rousseau among others, ate of the Tree of the Knowledge of Good and Evil, and each man received certain ideas which, when combined with the others, produced a malignancy-filled system of philosophy comparable to a grimoire of goetia (black magic) which, like Sauron’s One Ring, holds out for the bearer a seductive illusion of power, wealth, and glory. The key to the power, according to the grimoire, is through the reversal of human norms, natural law, and the social institutions so necessary for the continuance of mankind. In his book, The Everlasting Man, G. K. Chesterton described the reversal process as the ''theology of demons'' and said it is sadistically anti-human and anti-childhood. It is intrinsically evil.

In its guise as communism, it unleashed a sadistic anti-human holocaust of planetary dimensions. From Hitler’s ovens to the killing fields of Lenin, Stalin, Mao Zedung, Pol Pot, Kim Il-Sung, Kim Jong-Il, and Fidel Castro, there runs interconnecting rivers of human blood. One hundred million lives were consumed in the demonic quest for the creation of a New Man.

Even as rivers of blood still flowed from the earthly Hells created by communists, communism itself began to shape-shift into something seemingly innocuous in order to slither into and infect Christendom and the very fortress of Christianity, the United States. It disguised itself as progressivism, liberalism, secular humanism, and then later as environmentalism, feminism, and a plethora of other social justice causes.

Soon, subversive stealth campaigns were launched. One was for the purpose of perverting our language and to insert the word ''social'' into every conceivable area. This was in order to plant the thought that ''social'' infuses everything with a positive content.

Another was for the purpose of instilling a sense of guilt within Americans. Americans found themselves being frequently reminded of both their individual failures and of the evil perpetrated by their culture and nation. A constantly expanding range of ''victims'' who had been ''unfairly'' treated and thus deserving of ''special'' treatment were paraded before Americans to ensure that the conscience of Americans remained troubled.

Civil rights and sexual liberation movements, which were social justice (communism) agendas in disguise, were launched. They served two purposes: they bulldozed our Rule of Law and individual rights in an effort to supplant them with ''group rights.'' This has worked as a kind of dynamite upon human norms and social institutions. These effort were also, not incidentally, insidiously disguised attacks against childhood and childhood innocence.

Marching in unison with the other campaigns was one whose purpose was the perversion of transcendent natural law and more specifically, the all-important ''first principle'' articulated in our Declaration of Independence: the inalienable right to life. By the use of what J. Budziszewski (What We Can’t Not Know) termed ''black magic spells of imposture and unraveling'' (a reversal process); shock troops of evil perverted the foundational principles of right and wrong. Because the new morals they created had an air of plausibility, Americans accepted them. Thus they’ve successfully supplanted the sanctity of life principle with an ever-expanding range of ''new morals'' such as the ''sanctity of choice'' (who wants a woman to die while giving birth?) and the ''sanctity of the environment'' (who doesn’t want clean air and water?)

Using the same process of reversal, they began to supplant human norms (traditional marriage, for instance) and man’s created condition (fixed gender as either male or female) with perverted ''new morals'' based in notions of sexual orientation, consent, choice, and privacy. These new morals, like the civil rights and sexual liberation movements, are also disguised attacks upon children and childhood innocence.

The infiltration and infestation was a success. The minds of Western Europeans and Americans had become sufficiently darkened and disordered. Mankind had been successfully conditioned to accept that his new place in the scheme of life was no longer transcendent to the creation as taught by Christianity, but below and in submission to it.

Mankind would henceforth be found guilty of existing, and through his existence, be found guilty of causing hurricanes, tsunamis, earthquakes, global warming, and other natural phenomenon. The intrinsically evil worldview had finally stepped out of the shadows and revealed an appalling goggle-eyed face of neo-paganism.

The stage had been set for the next phase of their plan to redeem the world from the evil of humankind. The campaigns to debase humanity, to destroy social and human norms, and to eliminate the human plague organisms began apace.

Humans As Nonpersons and Plague Species

1. “Saying homo sapiens are a ‘plague species,’ the London Zoo opened a new exhibit featuring--eight humans. We have set up this exhibit to highlight the spread of man as a plague species and to communicate the importance of man’s place in the planet’s ecosystem.” (Human Beings: Plague Species; WorldNet Daily, 2005)

2. “Human beings, as a species, have no more value than slugs.” (Earth First! Journal editor John Daily)

3. “To feed a starving child is to exacerbate the world population problem.” (Yale professor Lamont Cole)

4. “The only hope for the world is to make sure there is not another United States.” (Michael Oppenheimer, Environmental Defense Fund)

5. “Until such time as homo sapiens decide to rejoin nature, (we) can only hope for the right virus to come along.” (David Graber, research biologist with the National Park Service)

6. “Nonpersons or potential persons cannot be wronged…because death does not deprive them of something they value.” (John Harris, Sir David Alliance professor of bioethics, University of Manchester, England)

On the Elimination of Human Weeds and Other Schemes

1. “In searching for a new enemy to unite us, we came up with the idea that pollution, the threat of global warming, water shortages, famine, and the like would fill the bill. All these dangers are caused by human intervention…the real enemy…is humanity itself.” (The First Global Revolution, published by the Club of Rome)

Note: The Club of Rome bills itself as a global think tank. It’s comprised of scientists, economists, businessmen, international high civil servants, university presidents, members of parliament, heads of state, and former heads of state from all five continents. They describe themselves as people “who believe that the future of humankind is not determined once and for all.” This is code for evolutionary humanism.

2. “In Guyana, within 2 years, it (DDT) had almost eliminated malaria…my chief quarrel with DDT…is that it has greatly added to the population problem.” (Alexander King, former president of the Club of Rome)

Note: In the 60’s, a group of depopulation environmentalists conspired to have DDT banned from being used to control mosquitoes and malaria. The subsequent banning of DDT resulted in millions of deaths. One source estimated the death total as 500 million.

3. “I do not pretend that birth control is the only way in which population can be kept from increasing. There are others…If a Black Death could be spread throughout the world once in every generation survivors could procreate…without making the world too full…the state of affairs might be unpleasant but what of it? Really high-minded people are indifferent to suffering, especially that of others.” (Bertrand Russell, The Impact of Science on Society)

Note: Although they’ve not managed to spread a Black Death, they have managed to ignite a worldwide conflagration of STDS and AIDS. Keep in mind that it’s progressives, liberals and their international cohorts who have been preaching their gospel of ''salvation and redemption by sex'' (safe sex). What they don’t want you to know is that it’s the environment (Gaia) that they are trying to save from the human plague. Causing human weeds to become diseased, sterile, psychologically damaged, or to die is part of their scheme to redeem the world.

Ask yourselves why there has been no logical response to this plague. Why, for instance, has there been no call to quarantine the infected? And in the face of mounting death totals (468,000 dead from AIDs since 1981), why do they continue to teach your children to engage in the very behaviors which they know to be the cause of death? The CDC (2002) reports that 16,000 deaths from AIDs occur annually. Another 40,000 new cases of infection occur within the same time frame. There are 1 million cases of HIV, 31-50 million of herpes simplex, 24 million of HPV, and 1 million cases of chronic hepatitis B.

Now connect the dots between the Aids and STDs devastations and the 486,000,000 surgically and chemically induced abortions between 1965-1996 (www.rockforlife.org). It would appear that America is on a slippery-slope to committing demographic suicide.

How Many Should We Allow to Exist?

1. “The total world population should be no more than 2 billion rather than the current 5.6 billion.” (Cornell University professor David Pimentel, speaking before the American Assoc. for the Advancement of Science)

2. “The damage people cause is a function of demographics…One American burdens the earth much more than 20 Bangladeshes…In order to stabilize world population, we must eliminate 350,000 people per day.” (Jacques Cousteau, the UNESCO Courier, Nov. 1991)

3. “Cut the population by 90%” (Dr. Sam Keen, Gorbachev Conference in San Francisco)

In speaking before the Commonwealth Club in San Francisco on Sept. 15, 2003, Michael Crichton told his audience, “certain human social structures…can’t be eliminated from society. One of those…is religion. Today it is said we live in a secular society in which…the best people, the most enlightened…do not believe in any religion. But…you cannot eliminate religion from the psyche of mankind…suppress it in one form; it…re-emerges in another form. Today, one of the most powerful religions in the Western World is environmentalism.”

Environmentalism (worshipping the creation) in conjunction with social Darwinism (the scientism that validates this lethal brew) and Chesterton’s ''theology of the demons''—these are the elements that comprise the most intrinsically evil religion ever known to mankind. A religious worldview which Stephane Courtois (The Black Book of Communism) condemned as a criminal ideology that attracts narcissists, diabolical narcissists, and megalomaniac psychopaths such as Stalin. And unless we can arrest it, as Churchill declared, it will “shatter irretrievably all that Christianity has rendered possible.”

Sources the Population Control Agenda, Stanley K. Monteith, MD

Intellectual Morons, Daniel J. Flynn

America’s Thirty Years War, Balint Vazsonyi

What We Can’t Not Know, J. Budziszewski

The Everlasting Man, GK Chesterton

About the Writer: Linda Kimball is a writer and author of numerous articles and essays on culture, politics, and world view. Linda receives e-mail at LindyKimball@msn.com.

We Have Ourselves to Blame for Education Problems

by Patrick J. Buchanan
Posted Dec 6, 2005

In his Inaugural Address in 1965, Lyndon Johnson, coming off one of the great landslides, spread out the plans for his Great Society. It was the heyday of liberalism, and those were days of hope. After civil rights, education topped the agenda.

On April 11, at the grammar school he attended, LBJ signed the Elementary and Secondary Education Act, the first federal education law in U.S. history, focused on disadvantaged children.

And after 40 years and trillions of tax dollars plunged into public education at all levels, how stands public education?

Well, it depends. Sam Dillon reports in Sunday's New York Times: "After Tennessee tested its eighth-grade students in math this year, state officials at a jubilant news conference called the results 'a cause for celebration.' Eighty-seven percent of students performed at or above the proficiency level."

Mississippi's fourth-graders did even better at math, with 89 percent performing at or above proficiency levels. Oklahoma, Alabama, Georgia, Texas and Alaska reported equally exhilarating results.

Fly in the ointment: These were the results of tests designed by state officials. On the national test mandated by No Child Left Behind, only 22 percent of Tennessee's eighth-graders passed, and only 18 percent of fourth-graders in Mississippi could do fourth-grade arithmetic. By national standards, four of every five kids in the Tennessee and Mississippi public schools are failing

Inescapable conclusion: State official are dumbing-down tests so even the slowest kids can pass, to keep the federal dollars flowing in and federal sanctions from being imposed.

Put crudely, state officials are colluding in a fraud to deceive parents, kids and themselves about the progress, or lack of it, being made by the public schools. They are like baseball officials who, unhappy with the paltry production of home runs, lower the mound, narrow the strike zone, create a new rabbit ball, bring in the left- and right-field fences and look the other way at steroid use -- then celebrate all the great hitters who beat Babe Ruth's record.

In four states -- Missouri, Wyoming, Maine and South Carolina -- state test scores closely tracked federal scores. In South Carolina, which sets world-class standards, 30 percent of the kids passed the feds' eighth-grade math test, but only 23 percent passed the state test. Apparently, educators in South Carolina don't believe in lying to themselves.

The ultimate test is how American kids stack up in a world where leadership in math and science eventually translates into military power and global dominance. In all recent world tests where they have competed, the Chinese on the mainland, Hong Kong, Singapore, Japan and Korea come in at or near the top, as Americans bring up the rear. We may lie to ourselves about how well we are doing, but the world will one day find us out.

The lying has been going on a long time now. Between the mid-1960s and mid-1990s, Americans wrung their hands at falling SAT scores of high school seniors in math and English. Some educators wailed that the tests were cruel, unfair and culturally biased. So, testing criteria were made less rigorous and altered to make comparisons with earlier years more difficult. Now, the SAT scores are no longer cause for concern.

"Humankind cannot stand too much reality," said T.S. Eliot. The reality is that a vast acreage of U.S. public education is a wasteland.

"Rarely is the question asked: Is our children learning?" said George Bush pungently in Florence, S.C., in the 2000 election. As we now know -- and, in truth, have known for decades -- American children are not learning as once they did. And the ethnic gaps in achievement that existed 40 years ago persist up to today. Nothing has changed.

Why? Classrooms are far smaller. Teacher salaries are far higher. School budgets are far larger. Where it cost $250 a year to educate a child in Washington, D.C., in 1950, which probably translates into $2,500 today, the per-capita cost of educating kids in Washington schools is over $10,000. While that is among the highest in the nation, Washington test scores remain among the lowest. We have Head Start and school lunches, and every demand the reformers have made has been met. The I.Q. tests have been thrown out, and the track system abolished.

Explanations for the failure are many. The collapse of the family. Kids coming to school unmotivated and unprepared. Disruptions in the classroom. Violence and drugs in the schoolyard. The lure of TV, videogames and the street pulling kids away from desks, where generations spent hours doing homework. But are these the explanation, or excuses? Does it make any difference?

At the turn of the millennium, pundits were saying that not only had the 20th century been "the American Century," the 21st would be, as well. Brits were probably saying the same thing back in 1900.

Great, indeed, is our capacity for self-deception.

Mr. Buchanan is a nationally syndicated columnist and author of The Death of the West, The Great Betrayal, and A Republic, Not an Empire

Tests from the Past: Could 8th Graders Pass?
By Dr. John A. Sparks

You be the judge. The following are just a few of the questions from two different tests out of the past. In her memoir, Small World Long Gone: A Family Record of an Era, Avis Carlson records questions as they appeared on a public school eighth grade diploma exam in Kansas in 1907. The second source is the Saline County, Kansas eighth-grade graduation exam of April 13, 1895. If a student wanted a Kansas eighth-grade sheepskin, he or she had to pass these or similar tests of over 50 questions, essay in style, intended to take several hours to complete.

Ms. Carlson points out that one of the opening sections began with words pronounced by the administrator which the students were expected to spell correctly. Among them were:abbreviated, obscene, elucidation, assassination, and animosity. No creative spelling here. In the same category students were told to divide certain words into syllables and mark them diacritically. The words were:profuse, retrieve, rigidity, defiance, priority, remittance, and propagate. Furthermore, test-takers were instructed to indicate the pronunciation and give the meaning of the following words:zenith, deviated, coliseum, misconception, panegyric, Spartan, talisman, eerie, triton and crypt. On the Saline, Kansas test candidates had to define prefixes—bi, dis, mis, pre, semi, post, non, inter, mono, super—and use them in connection with a word. It continued with the demand for definitions of: alphabet, phonetic orthography, etymology, and syllabication. How would typical modern eighth graders have handled these so far?

Ms. Carlson says that there were also questions about geography concerning the location of rivers in the U.S. and on other continents. There were questions about products produced abroad and about the meaning and duties of Boards of Health. The Saline test asked students to address essay questions like:What is climate?What are the functions of the liver and kidneys?

Ms. Carlson says that those sitting for the part of the test in American History were called upon to explain what they knew about the writings of Thomas Jefferson, give accounts about colleges, printing and religion in the colonies prior to the American Revolution, name the main campaigns and military leaders of the Civil War, and identify the principal political questions which had been advocated since the Civil War and the political party which advocated them. The Saline test asked similar wide-ranging historical questions. Students were required to: relate the causes and results of the American Revolution, give an account of the discovery of America by Columbus, and identify Whitney, Fulton, Bell, Lincoln, Penn and Howe. That was not the end. There were questions about geography, math and grammar besides, all demanding specific analysis and assessment in the form of essays. Keep in mind that these questions were only a small part of a larger test.

Today, most public school districts would be hesitant to administer this test to current eighth-graders and, perhaps, even their high-schoolers for fear of embarrassing results. Modern educators would likely complain that such tests were too “content-oriented” and relied too heavily on “rote memorization.”Excuses would abound.

The glaring fact is that twelve-year-old eighth graders in Kansas 100 years ago were expected to take and pass these tests. Public education then, costing much less per pupil than today, gave students a mind well-provisioned with knowledge, vocabulary and concepts. It provided the students with skills enabling them to compose conceptual essays.It offered grammatical tools to help the students analyze meaning. If such a K-8 education exists in the U.S. today, cases of it are sadly rare.

What Are We Teaching Our Kids?

Can America's schools teach history? The question ought to be ridiculous -- of course they can. What do we pay them for? History is as essential as reading and writing to a republic of free citizens. America's schools have always taught America's history.

Unfortunately, there's a lot of evidence that our schools are doing a poor job of it. Results of the 2001 National Assessment of Educational Progress showed that 57 percent of high school seniors scored below the "basic" level of history achievement. And "basic" isn't impressive. The test-makers believe that students should achieve the "proficient" level, but only 11 percent of seniors did.

For instance, the Washington Post recently surveyed 76 teenagers in Maryland, Virginia, and the District of Columbia. It found that only one-third could name a general from World War II, and only half could name at least one battle. But two-thirds could describe how the Japanese-Americans were sent to internment camps.

Tiffany Charles was typical. She got a B in history at her high school in Montgomery County, Maryland, one of the nation's highest-rated school systems. She wasn't able to name a single general or battle. Nor did she know who was president during World War II, nor what year the war ended. She did, however, remember many details about the camps. "We talked a lot about those concentration camps," she told Post reporter Jay Mathews.

The NAEP showed something similar. In its 1994 survey, it found that only 39 percent of fourth-graders knew who said, "This government cannot endure half slave and half free" (Abraham Lincoln). And only 41 percent knew that the Pilgrims and Puritans came to America for religious freedom. But 69 percent knew that Susan B. Anthony was famous for helping women win the right to vote.

Only 47 percent of high school seniors knew that containing communism was the most important goal of U.S. foreign policy between 1945 and 1990. But nearly 70 percent knew that infectious diseases brought by European settlers were the major cause of death among American Indians in the 1600s. One might suspect that our teachers are more determined to teach feminist history and the sins of America and its founders than the basic facts of American history and American achievements.

The 2001 report avoided anything quite that controversial. It did find, though, that only 36 percent of seniors could identify the Progressive movement (which revolutionized American law and government around 1900), while 68 percent could identify the Harlem Renaissance (an African-American artistic and literary movement during the 1920s).

A republican form of government requires citizens who understand their country's history and values. We can't decide where America is going unless we know where it has come from. American voters need to understand why people came to America and why they launched a revolution. We need to know the values that our Founders proclaimed in the Declaration of Independence and instituted in the Constitution. Individual liberty and limited, constitutional government are the fundamental values that have made our society prosperous and tolerant and welcoming to people from all over the world.

Our government has not always lived up to those values. The United States at its founding was marred by the cruel and tyrannical institution of slavery. Women were not treated as full human beings under the law. The government has fought unnecessary wars, kept blacks in a state of subjugation even after the abolition of slavery, and indeed put Japanese-Americans in internment camps after Pearl Harbor.

Students should learn about those things. But they need to learn them in the context of a free and successful society. Do the students who learn about the camps also study why millions of immigrants continue to flock to our shores? Do the teachers who make sure their students know how European diseases killed many Indians also teach them about the Bill of Rights and the threats that freedom has faced?

Students learn about the robber barons -- ask any high school graduate, and that's likely to be the only thing he or she remembers about the 50 years between the Civil War and World War I. But they should also learn about the dynamic American economy that has brought an unprecedented standard of living to almost 300 million people, and about how those "robber barons" drove down the prices of food, energy, and clothing to make them affordable to more people. The era of the robber barons was the era of the oil well, the railroad, the telephone, the phonograph, the copier, and the skyscraper.

Most Americans want their children to learn about American freedom and representative government. If the teachers in our public schools don't want to teach those lessons, then parents should be free to put their children into schools that reflect their values -- without having to pay twice.

DON'T LOSE YOUR HEAD
TO GAIN A MINUTE
YOU NEED YOUR HEAD
YOUR BRAINS ARE IN IT
**Burma-Shave**

DROVE TOO LONG
DRIVER SNOOZING
WHAT HAPPENED NEXT
IS NOT AMUSING
**Burma-Shave**

BROTHER SPEEDERS
LET'S REHEARSE
ALL TOGETHER
GOOD MORNING NURSE
**Burma-Shave**

CAUTIOUS RIDER
TO HER RECKLESS DEAR
LET'S HAVE LESS BULL
AND LOTS MORE STEER
**Burma-Shave**

THE MIDNIGHT RIDE
OF PAUL FOR BEER
LED TO A WARMER
HEMISPHERE
**Burma-Shave**

SPEED WAS HIGH
WEATHER WAS HOT
TIRES WERE THIN
X MARKS THE SPOT
**Burma-Shave**

AROUND THE CURVE
LICKETY--SPLIT
IT'S A BEAUTIFUL CAR
WASN'T IT?
**Burma-Shave**

PASSING CARS
WHEN YOU CAN'T SEE
MAY GET YOU A GLIMPSE
OF ETERNITY
**Burma-Shave**

AROUND THE CORNER
THEY WENT WHIZZIN'
THE FAULT WAS HERS
THE FUNERAL HIS'N
**Burma Shave**

NO MATTER THE PRICE
NO MATTER HOW NEW
THE BEST SAFETY DEVICE
IN THE CAR IS YOU
**Burma-Shave**

A GUY WHO DRIVES
A CAR WIDE OPEN
IS NOT THINKIN'
HE'S JUST HOPIN'
**Burma-Shave**

AT INTERSECTIONS
LOOK EACH WAY
A HARP SOUNDS NICE
BUT ITS HARD TO PLAY !
**Burma-Shave**

BOTH HANDS ON THE WHEEL
EYES ON THE ROAD
THAT'S THE SKILLFUL
DRIVER'S CODE
**Burma-Shave**

THE ONE WHO DRIVES
WHEN HE'S BEEN DRINKING
DEPENDS ON YOU
TO DO HIS THINKING
**Burma-Shave**

PASSING SCHOOL ZONE
TAKE IT SLOW
LET OUR LITTLE
SHAVERS GROW
**Burma-Shave**

DON'T PUT YOUR ARM
OUT THE WINDOW TOO FAR
OR IT'LL RIDE HOME
IN ANOTHER CAR
**Burma-Shave**

YOU CAN DO
A MILE A MINUTE
BUT THERE AINT
NO FUTURE IN IT
**Burma-Shave**

Borrow & Spend Committee a disgrace to democracy
Lies, Deceit, Voter Fraud, Ballot box "stuffing," & criminal acts make for a shallow victory

MUDVILLE -- Recent actions of the B.S. committee, that was formed to thwart the majority will of the local electorate, is the inspiration behind "DontBS.us", a new website in the patriotic ".US" [pronounced; "dot U S"] domain. As a result of a growing disrespect for democracy and the democratic process, together with media that are complicit with their silence, and worse, giving their ENDORSEMENT together with thousands of dollars worth of free plugs to one side, "DontBS.us" is born. The timing at CHRISTmas is no coincidence. This is a gift to our community, and our country. The country that our Founding Fathers intended, as they codified Scripture within our laws. We further believe this site our duty to our Savior, who was never quiet or "kind" confronting evil.

The will to do evil exists in EVERY ONE of us. I repeat - EVERY ONE! Christians are not exempt. It is our choice to do it or not. Edmund Burke said; "Evil flourishes when good men and women stand by and do nothing." Too much evil has been done for this very reason, and shall be exposed to the light. Good men and women will speak out at "DontBS.us" We encourage all who have evil to document and want a venue to expose it to e-mail:Editor@DontBS.us. Together, God willing, we will make a difference and improve life for ourselves and our children.

This site will feature articles and opinions with viewpoints decidedly Christian, pro small government, fiscal and social conservatism . Facts and opinions will be posted, and every reasonable effort will be employed to prevent libel, remembering truth is a strong defense for libel. If we make an error in "fact", e-mail us the proof, and we will be glad to post a retraction and an apology. If your skin is thin, get out of the light and go to a dermatologist. If you get upset because your evil deeds are exposed, stop doing them! King David said; Evil deeds are done by evil people. 1Sa 24:13. Once you are convicted of that truth, there is hope. May we here at "DontBS.us" serve HIM to help convict your spirit.

"DontBS.us" will attempt to dispel BS wherever it is found, beginning with the BS committee, a true Christmas grinch.

This is Bad Santa, the local Christmas grinch. His coat, once red, is turning purple, but no royalty flows in his blood line, though he acts the king for sure. Rumor has it he replaced his reindeer with a herd of purple Fat Cats. This Bad Santa may have eaten the cookies, we can't tell, but we do know his hand's been in the "cookie jar!" The evidence of that mischief is plain to see, and what will he do with the loot now? Use your imagination. Continuing on the subject of "plain to see", you will notice by the shadows, that this Bad Santa has NO shame, for he dumps his load of "dirty tricks" at high noon!

DontBS.us

NEO-NAZI Behaving Schools?

Competition works

By John Stossel

The Real Evil of Evolutionary Humanism

What Are We Teaching Our Kids?