Haiti, the Ruling Class, and Education

Virtually any government anywhere, despite its form – monarchy, representative government, theocracy – will soon come to be dominated by a ruling elite.

There seems to be a natural gravitational energy that produces this phenomenon.

Since no known civilization has avoided a ruling elite, oligarchy must be imbued or impregnated within our DNA.

In other words it’s unavoidable.

This means that ultimately we cannot rid ourselves of the ruling elite.

This is so because men are endowed with different talents. Some people are better, smarter or more skillful than others.

Additionally man is endowed with free will which gives him the choice to not work hard.

Many people don’t want to be leaders; they don’t want to be rich; they don’t want to work hard.

Some men prefer to be lazy.

Thus we will always have a disparity in income and power which in time will give rise to a ruling elite.

If we cannot rid ourselves of the ruling elite except on a temporary basis – when we send our leaders to the guillotine – then we must arrive at ways to control them.

Placing legal and financial constraints upon them can work for a while, but it also seems to be that in time the elites will find a way to circumvent or eliminate those constraints altogether.

These constraints are the checks and balances which Americans are so proud of, which our leaders talk so exuberantly about, but which increasingly do not exist.

There is apparently no system that cannot be circumvented.

If we are to change the ruling elite, we might be better off by reconditioning our minds with regard to our attitudes toward money and humanity.

As we never know who will rise to power, we must condition all of us.

What’s missing in American society today in comparison to earlier eras is a sense of noblesse oblige or caring for the less fortunate

We’ve always had a ruling class in America, yet in earlier eras leaders were less focused on themselves and their own grandeur; they felt greater responsibility to the people who were less fortunate than themselves.

They looked after the people first. They put the people’s needs before their own glory.

Our society has become increasingly more pagan. We worship bling and power.

If the United States is a superior country to many others around the globe it is not because the leaders in the United States today possess a large sense of noblesse oblige, but that so many other countries in the world have leaders who possess far less.

The country with leaders who excel at putting the needs of the people above their own personal interests will be the country that has a better chance of prospering.

Similarly the country that puts the needs of its less fortunate allies above the superfluous wants of itself will be the country that rules other countries more favorably.

You can call that Crosley’s first law of government.

The problems in Haiti today are in large part self-inflicted. Its leadership is poor and has been poor for some time.

Corruption is rampant in Haiti. Its leaders mistakenly, excessively and outrageously put themselves before the needs of their people.

This is why Haiti is a failed state.

Yes, there has been foreign exploitation, but this foreign exploitation has been facilitated by poor leadership.

Noblesse oblige is poor in Haiti.

The rich there are out of control.

Their minds are twisted.

They work with our out-of-control rich in the United States to increasingly devastate the people of Haiti.

Not even basic education is provided to Haitians, and it is education that is needed first and foremost.

Most likely this is not an accident. The elites know all too well the power of education. Educated people in time kick corrupt people out of office.

Education is the stem cell protoplasm of life.

If Haiti is to transform itself, it must begin with education. Buildings, infrastructure, indoor plumbing, are the consequences and results of education, not the producers.

When all Haitians receive education, and lots of it, they will be able to fix themselves; they will be able to fish for themselves. They will no longer require a fish to be thrown at their doorstep.

Much of the money that has been thrown at Haiti for purposes of infrastructure has been stolen by the wealthy elite, the corrupt ruling class.

The money is deposited in US banks which satisfies our corrupt wealthy elite just fine. Much money is also borrowed from the international money fund and other organizations, stolen, laundered, and then placed in US banks which again satisfies the ruling class of the United States.

Noblesse oblige can mitigate that.

If the ruling class possesses a sense of noblesse oblige the leaders put the needs of their people before their own desires. They provide for education.

Paradoxically when the ruling class looks after its people first, they enhance their own stature and monetary standing.

This understanding must necessarily be part of the educational process that must transform Haiti and in turn the United States of America.

You see, we don’t know who will rise to power. It might be you, it might be me. Consequently proper education must be received by all. Everyone must understand that when you help others, you help yourself.

These fundamental truths have been lost, but they can be regained.

It begins with education.

Sincerely,

Archer Crosley

Copyright 2021 Archer Crosley All Rights Reserved

Democracy without Education

Many years ago Nelson Mandela cast off apartheid in South Africa, and the the black people who live there had great hope.

Unfortunately, life never seems to work out the way we want it to.

Today as we speak, South Africa is descending into a failed state.

Widespread looting is rampant.

What’s going on? And what are the root causes of this?

Of course we can talk about the past president, Jacob Zuma being placed in jail due to corruption, but that’s not the root of the problem.

A mandate to loot does not exist because a past president is placed in jail.

If people do loot, they are looting for another reason.

The reason they’re looting is because they don’t have a stake in the game.

Jacob Zuma being placed in jail is a trigger, an excuse.

The real problem is the inequity of income and wealth in South Africa today.

The unequal income and wealth exists because of educational disparity between black and white.

The hope was that democracy for black folk would fix that problem.

But it did not fix that problem, and it cannot fix that problem.

It cannot fix that problem because a healthy democracy is not the cause of a productive society, but the result.

Now, of course, you wouldn’t know that by watching our main stream media.

Our main stream media babbles about democracy as if it is a magic salve that heals all wounds.

Of course, you know by now that it isn’t.

You know this because there are many failed states in the world that have beautiful constitutions with beautiful democracies.

But they don’t work.

They don’t work because healthy democracy is a result, not a cause of a productive society.

A democracy without an educated electorate is nothing.

A democracy without an educated and trained citizenry has no solid base of support in which to operate a heathy government.

Education is everything.

You have to have educated citizens with skills.

A few years ago, a black man in South Africa spoke before the cameras.

He was an immigrant from Ghana. His automobile repair shop had been ransacked.

He spoke about crime in South Africa.

He said that the problem with South Africa is that the people there don’t have skills.

They lacked vocational skills.

People without skills, people without education riot.

Democracy without educated people, without skilled people, is not a democracy at all.

It’s a raging mob screaming for Barabbas.

People who are educated, people with skills, people who can live a prosperous life don’t riot. They don’t loot. They obey the law.

They study. They take a measured response. They think.

Unfortunately, this lesson was lost on the United States and the other geniuses around the world who were pushing South Africa to democratize overnight.

South Africa complied, and apartheid still exists – but with rioting.

What will fix this is education.

Democracy without education is useless.

Sincerely,

Archer Crosley

Copyright 2021 Archer Crosley All Rights Reserved

Mischief Makers

Here are some other Ivy League graduates you should know about.

Why?

Because they are affecting the education of your children.

The first is Wendy Kopp of Teach for America. Wendy is the founder.

The second is Richard Barth, her husband, who currently heads KIPP (Knowledge is Power Program).

Wendy is a Princeton graduate, and Richard is a Harvard graduate.

Both are, of course, malicious overachievers and busybodies at large. They just can’t leave racist America alone.

While cleansing America of its racist past, they are, of course, collecting accolades, awards, and most likely a lot of cash for themselves.

Wendy’s organization, TFA, is really a pyramid scheme for accolades. You might even call it a Ponzi scheme too. Instead of money being accumulated, its followers accumulate awards and accolades that they can then use to infiltrate the media and Corporate America in order to further cleanse America of its racist past.

Here is a link to TFA’s site: https://www.teachforamerica.org/tags/racial-justice/article.

You can scroll to the bottom and read about their organization.

TFA seems fixated on Columbus.

Yes, it’s true, Columbus was not the first settler to happen upon America, but guess what?

Maybe the Native Americans (First Nations to the sophisticated) weren’t either.

The Native Americans (Indians) came from somewhere else (Siberia?), and, for all we know, rubbed out some people who were living here when they first arrived 15,000 years ago.

Of course, to Wendy and TFA, and board members of TFA like Paul Finnegan, another Harvard graduate, and member of Harvard’s elite ruling board entitled “The Corporation,” Columbus was most likely an usurper.

Of course the real usurpers are the Ivy Leaguers like Wendy, Richard, Paul, and their Ivy League buddies who parasitize American society.

But I digress. To Wendy and Richard’s thinking, I presume, how dare Columbus be given the title of discoverer of America?

TFA probably also believes that Columbus was a genocidal maniac. Well, maybe he was, but he also was responsible for uncovering the New World to our ancestors.

Surprise, that’s why you’re here. That’s why Wendy and Richard are here. Paul too.

TFA is a racket, cloaked in nobility, to socially re-engineer society to ultimately work against you. Its work will never be done. It will focus on grievances until the end of time.

Americans, if left to the machinations of TFA, will become race-obsessed, balkanized and ever more dependent upon the political class which desires a neo-feudal society where people like Wendy Kopp, Richard Barth, and their puppets can rule for a thousand years.

Welcome to the new Dark Ages.

Sincerely,

Archer Crosley

Copyright 2021 Archer Crosley All Rights Reserved

Imagine a World

Imagine a world where there is no homework.

Imagine a world where there are no tests.

Imagine a world where children are not pressured to get a 4.0 average, and where we don’t know what children’s test scores are because there are no test scores.

Does this sound too far out?

Would it work?

In our current system of education of course none of this exists.

But what if we chose to replace knowing with precision that our children do not know with not knowing that our children do know?

Would that be acceptable to you?

Is it better that children know information, or is it better that we know that they don’t know?

In our current system teachers spend a lot of time drilling facts into children which they promptly spit out on the test a few weeks or maybe a few months later in order to get grades that statisticians pore over, then wave around in the air.

Suppose that teachers didn’t teach in this manner.

Suppose that children didn’t learn in this manner.

Suppose that instead of drilling numbers and facts into children’s heads, teachers and students spent the day talking about the subject material at hand.

There would be no tests because the discussion would be the test.

Would this be workable?

Well, I am willing to bet that those of you who are reading these words here have not taken a test in English proficiency in a long time.

If that is the case, how can you possibly be qualified to understand these words?

Yet, you are.

You are all qualified to understand these words, and you are understanding these words.

How can this be?

Especially since I have no piece of paper to wave around in the air that proves that you can.

Well, it can be because because you speak English every day.

Yet to many of our leaders in today’s society, proficiency is determined by you taking a test.

And, of course, the higher you score on the test, the more proficient you are.

Correct?

Maybe.

Concomitant with this thinking is the idea that if you don’t take the test, you might not be proficient.

Yet you understand these words.

The point I’m trying to make is that a better way of education is to engage students in active discussion of the material at hand.

Engaged students are happier students.

As are students who don’t have to wheelbarrow home mountains of work.

As are teachers who have to grade less papers.

We waste time with these methodologies and decrease quality of life.

We also waste much time and energy on standardized tests which don’t test student’s ability to think or their true comprehension of the subject matter.

We do this in order to make statisticians feel good.

There is something comforting in being able to wave a piece of paper around that has numbers and statistics written upon it.

Numbers when written down are concrete and seemingly certain.

They look good.

But are we doing good, or are we just making ourselves feel good?

I suspect the latter.

In forcing students to take these standardized tests, local or national, we not only do not get a true understanding of how well children know the subject matter, we also place enormous stress upon the student.

Moreover we encourage the idea that some people are better than others because they score higher on a test.

We begin to pound slogans into their heads like “no excuses” and “failure is not an option.”

Such inordinate stress results in tremendous physical and psychological damage to children.

In time such stress takes its toll.

It can take its toll in medical illness, suicide, violence to others.

But, we have that sheaf of papers which tell us with certainty, or so we think, that these students don’t know the subject material.

Which prompts the question: is it better that we know that we don’t know, or is it better that we don’t know that we do know.

Well, did you understand everything that I said here? Do you need to take a test in English proficiency to prove it?

Sincerely,

Archer Crosley

Copyright 2021 Archer Crosley All Rights Reserved

Student Debt

What can we do about student debt?

Well, how about if we allow these students to work off the debt?

Why don’t we create a service corps where these students can serve in underserved areas either here in the United States or the rest of the world?

The government can match funds generously to help pay for living expenses and salaries.

The current student debt is about 1.7 trillion dollars.

Forgiving that debt for services rendered should be chicken feed in Obama money.

Our federal government can certainly afford that.

After all, we printed up trillions for the coronavirus crisis.

If these students chose to help out in Third World countries, so much the better. That would create a lot of Goodwill for the United States of America. It would do a lot of good for those countries too.

The students would benefit also; they would get a better idea of how the other half of the world lives.

They needn’t necessarily work in the area for which they were trained. They could help out in manual labor projects.

It could be a Civilian Conservation Corps of sorts.

There are a lot of projects that need to be done in the world. Even here in the United States we can do things that we haven’t yet done.

One of the things that we need done here in the United States is high speed rail. Given that other countries have invested in high speed rail, it might be a good idea to at least try to build one here.

To prevent the airlines from blocking the deal, they can be brought in on the operation.

As the population of the United States grows, it’s not going to be practical to be flying people hither and thither.

The airports are crowded enough as they are now.

Putting students to work in public works projects might be just the ticket to help them out of debt while helping ourselves at the same time.

All it takes is imagination.

Sincerely,

Archer Crosley

Copyright 2021 Archer Crosley All Rights Reserved

Starstruck

Along comes a savior, named Helaine Olen, writing an article in the Washington Post decrying the benefits of remote education.

She states that it’s about time to admit that remote education is a failure.

Right on.

This is a nice article, Helaine, and I commend you for writing it, but sorry, you don’t get any credit.

The credit goes to the millions of Americans who tried to tell our leaders nine months ago, in vain, that remote education would not work.

These Americans were not listened to.

In fact, these people were ceremoniously ignored.

That they were ignored points out a flaw in our American system.

People who attend regular schools are not listened to.

One only has to look at Ms. Olen’s resume to see why she is even being listened to now.

It’s right there in her pedigree.

She is a graduate from Smith College.

I refer to Smith College as one of many sisters of phony colleges that exist in the northeast area of the United States.

These schools like Vassar, Bryn Mawr, and of course the usual Ivy League suspects are phony in that they impart a false prestige.

Smith, along with Sarah Lawrence and Barnard, is a school whose name alone gives the impression that educated people are coming from there.

It’s just the kind of college that gives editors of the Washington Post and the New York Times an erection.

Why, someone must be intelligent if they graduated from Smith College.

Veto.

There was a writer once who came from Sarah Lawrence college. Her name was Lisa Schwarzbaum.

She wrote for Entertainment Weekly.

A fine writer, Lisa Schwarzbaum was one of these writers who would insert French phrases like fin de seicle in her writing in order to make herself seem more exotic and intelligent.

She would also use unusual words like cloying rather than syrupy-sweet so as to put the reader off balance.

Similarly a resume that includes either Smith College, Barnard or Sarah Lawrence will lead the unknowing reader into thinking that some intelligence must exist in the author’s mind.

In this case, though, an intelligent person from one of these schools did manage to sneak through.

Remote learning is a failure.

It is a colossal failure.

But why should we have had to wait from someone from one of these phony schools to sneak an article into the Washington Post to tell us?

I am glad that Ms. Olen wrote her article.

Where was she nine months ago?

Do you understand what I’m saying?

Let me be clear.

If a regular person from a regular school had written the exact same article, it would not have been published.

The only reason her article got published is because Ms. Olen graduated from Smith College. That’s it.

The editors of the Washington Post, like the editors of the New York Times are starstruck. They live within a good old boy bubble that only listens to someone from their clique.

Doctor after doctor, psychologist after psychologist, teacher after teacher spoke in vain about the limitations of remote learning.

They were not listened to.

Not only were they not listened to by the phonies at the Washington Post and the New York Times, they were not listened to by your local political leaders who are themselves starstruck.

When that condition of being starstruck changes, we will be better off and so will the children of America.

Sincerely,

Archer Crosley

Copyright 2020 Archer Crosley All Rights Reserved

Bridging the Gap

A few years ago I came across an article on the Internet that was talking about Common Core.

I am opposed to Common Core because I believe it is a vehicle of indoctrination. Moreover it will reinforce the idiotic trend of replacing critical thinking with algorithms, memorization, and standardized testing.

The article quoted Chester Finn who is supposedly an expert on education.

He is also a Harvard graduate. Now, if you have read any of my pieces, you would know that I would be instantly angered by what this individual had to say especially if he was for Common Core.

It’s a Harvard thing with me, and I understand if you do not feel that way. I understand that I am in the minority when I criticize Harvard and castigate it as an inferior school.

In this article Chester Finn made a snide comment about the type of people who oppose Common Core.

Of course, he would. He’s from Harvard. He’s a noble.

I can’t remember his exact words, but the effect was to dismiss opponents of Common Core as ignorant hillbillies.

I decided immediately to write a nasty letter to Chester Finn (Checker to his friends).

So I did an Internet search and discovered that he was a professor. Since most professors have a public email, I was able to secure that email.

Success!

After completing my letter, I decided to take a second look at his resume.

His resume was littered with 1,000,001 accomplishments. He had written several papers; he sat on many committees; he had won numerous awards.

There was an even a picture of him in a very nice suit dressed up like a British noble.

As I looked at the resume and picture of him, I had a moment of awareness.

I said to myself: I totally cannot relate to this man’s experience in life. I would have no idea what it would be like to be him.

What would it feel like, I asked myself, to receive accolades such as he has received?

What does it feel like to have everyone clap when you walk into a room?

What does it feel like to be on someone’s shortlist?

I had no concept of that. I had no ability to relate to him principally because my value system rejects everything that Chester Finn believes in.

And this is where my moment of awareness, or epiphany, came in to play. I said to myself, if I can’t relate to him, then he can’t possibly relate to me.

It would be as if we were two different species; I would be a crustacean and he would be a vertebrate.

The two of us would never be able to communicate.

Once I understood this, I knew what I had to do.

I took the letter that I had written and I trashed it. There was no way he was going to be able to understand my experience.

I mention this to underscore one of the fundamental problems that we have in our society today.

We have a group of leaders in Washington DC, New York, Boston, and Philadelphia who have a value system that is completely divergent from those of us who are regular people.

We regulars are completely incapable of understanding them, and likewise they are completely incapable of understanding us.

There is a fundamental gap in our understanding.

At this point in time, this gap is unbridgeable.

As long as that gap is unbridgeable, we will be unable to resolve serious problems within the United States to any fruitful degree.

We are stuck.

We are a vertebrate trying to communicate with an invertebrate.

Our leaders have grown too far and too distant from us. Or, we have grown too far and too distant from our leaders.

They prosecute a value system that we cannot comprehend or live within.

We will be in a world of pain until we can bridge this gap.

Sincerely,

Archer Crosley

Copyright 2020 Archer Crosley All Rights Reserved

The Harvard Virus

The real virus isn’t the coronavirus.

COVID-19 is a chump compared to the real virus.

COVID-19 we will eventually beat. COVID-19 is not something I’m worried about in the long run. 

What I’m really worried about is the real virus.

The real virus is of course the Harvard virus.

The Harvard virus has been with us for centuries. It is an endemic virus which has become part of our genome.

It has infected our system, and it is pervasive.

Because it has been with us for so long, it will be very difficult to eradicate. But it can be done if we can only start.

That is why I am writing this article.

What is the Harvard virus? We should always begin with definitions.

The Harvard virus is that concept which states that there exists a class of people who are the best and the brightest and that it is these people who should make the decisions for us in society.

The Harvard virus is not just restricted to Harvard University. It includes all the Ivy League schools and those schools that have gained the same status as the Ivy League in our modern day world. It can even include schools from other countries such as the United Kingdom. Obviously I am talking about Oxford and Cambridge.

This virus can easily go by other names such as the Yale virus, or the Oxford virus, or even the MIT virus.

However we choose to name it, we are talking about the same virus, and we were talking about the same process.

This is a pernicious virus because it exists in the software of the mind.  The good news is that it can be eliminated in a generation if only we start programming ourselves that the people who attend these institutions are not better than the rest of us and are not entitled to lead us and make the principal decisions for us.

Of course to eradicate this virus, we must change bad habits. We must ask the New York Times to stop announcing in their paper when Harvard graduates get married or have a baby.

We must ask Hollywood to quit depicting every genius in a movie as a Harvard graduate when we know full well that neither Thomas Edison, Albert Einstein or Steve Jobs received their principal education at a so-called prestigious university.

We must ask interviewers on television to quit pre-conditioning people’s minds by announcing a person’s pedigree before, during or after that person speaks.  An audience should judge a speaker’s value based upon what comes out of that speaker’s mouth and how he or she articulates those words rather than where he or she went to school.

We must ask Presidents to stop reflexively nominating Harvard graduates to the cabinet. We must ask Presidents to stop reflexively nominating Harvard graduates to the Supreme Court. 

There was a time in this country, not too long ago, when regular people from regular schools sat on the Supreme Court.

Admittedly these are hard habit to break, but it can be done.

We can also begin to decentralize the nation politically and economically so that other voices are heard.

It’s not a good thing to have your institutions dominated by a few schools, and this is what has occurred in the United States of America. And it has made us weaker for having done so.

Our huge death count in the coronavirus illness is directly related not to the coronavirus, but to the Harvard virus.

The Harvard virus has given rise to elites at the top who have an agenda for the nation, an agenda that many regular people do not share and were not asked to consult upon.

This agenda will be as misguided as their management for the coronavirus war has been here in the United States of America.

We will barely survive in the next ten years if the Harvard virus is not contained.

Oof course, the virus has already begun to cause damage in society. We are in the early stages of a fundamental cultural revolution which will cause great damage to our nation in the next ten years. We cannot stop this train at this point in time, but we can begin to see right now that this Harvard virus is the major cause of the problems we are beginning to experience.

The Harvard virus must be defeated. There is no other way around it.

To defeat this virus we must chop the legs out from beneath it. We must destroy the supremacy of the valedictorian. We must destroy the supremacy of the GPA. We must destroy the supremacy of the SAT.

We must unequivocally obliterate their supremacist, social darwinian dogma and junk science of which the Führer would be proud.

A higher numerical score on a test does not make you a better person.

A higher numerical score on a test does not make you a smarter person. It only means that you scored first on the test.

There are many other facets to intelligence besides scoring high on a test.

The supremacy of the test assumes that people care about the test. There are many intelligent people who do not care about the test. There are many intelligent people who do not care about going to Harvard University. There are many intelligent people who are not brought up to believe in the best and the brightest. There are many intelligent people who can not go to Harvard University for any number of reasons. There are many intelligent people who are traumatized in high school and who can not do well on tests if they even wanted to do well on those tests. There are many people who are denied entrance to Harvard University because of legacy admissions which preclude them being accepted at Harvard University.

Furthermore the number of intelligent people outside Harvard University far outnumbers the number of intelligent people who are in Harvard University. Ergo, the myth of the superiority of the Harvard graduate is just that – a myth. It is a pernicious lie.

This is a pernicious lie that has infected our society.

There is an over-preponderance of Harvard graduates in the Senate, in the House of Representatives, on the Supreme Court, and in the higher levels of Corporate America.

The Harvard graduate is killing the United States of America.

The Harvard graduate is killing the people of the United States of America.

We will not survive unless this Harvard virus is defeated.  

Permanently. 

Thank you.

 

Sincerely,

Archer Crosley, MD

McAllen, TX 

Friday, July 31, 2020

Copyright 2020   Archer Crosley   All Rights Reserved

The Best and Brightest?

I hate to be the bearer of bad tidings, but the basis of your educational system, the almighty GPA, and the SAT, is damaged goods.

These metrics don’t cull out the best and brightest, and they discriminate against you.

These metrics are constructed by elites to select students who think like the elites.

These metrics falsely assume that everyone cares about getting a 4.0 average; not everyone does. Nor does everyone care about getting a top score in the SAT.

These metrics falsely assume that intelligent people don’t freak out on tests; many do.

These metrics falsely assume that a person’s MQ – moral quotient – is not important. It is.

These metrics falsely assume that all students view learning in the same way; not everyone does.

Some students view learning as an exercise in memorization.  Others view learning as gaining a symmetry to the material being presented; they are more interested in whether a body of knowledge is internally consistent; they want to know why things are the way they are.  These students will not perform as well on traditional tests.

These metrics falsely assume that everyone gets the same opportunity to get a top grade.

Unfortunately this is not so.   The rich, unable to accept that their children may not be gifted, pressure teachers to allow their children to resubmit projects for which they fairly received a lower grade.

These metrics falsely assume that everyone is living a happy life in a happy home; many are not.  Their scores will reflect that.

Now, if only the elites understood this as they maniacally snatch up every student possessing a 4.0 average, we’d be able to safeguard ourselves.

But they don’t.

Your elite schools who furnish your leaders believe in the supremacy of the GPA and SAT.

Not only do they believe in the supremacy of numbers to grade people – it’s in their Nazi blood – they believe they have culled out the best and brightest; and they believe that these Masters of the Universe, culled out at seventeen years of age, are forever to be the only people to sit in positions of power in the world.

Which is why you see so many Harvard, Yale and Ivy League graduates as Fortune 500 CEOs, Senators, Presidents and Supreme Court justices.

As George Carlin used to say: It’s a club, and you’re not in it.

In truth, this club is not the best and brightest; and they are overrepresented in our institutions.

This is dangerous for it produces academic inbreeding which produces poor results.

First things first.  There are more talented people outside these elite schools then inside these schools because of sheer numbers.

Millions are graduated from regular schools every year. The number of people that are graduated from Ivy League and like-minded schools are minuscule in comparison.  These elite schools only graduate about 2.5 to 5 percent of all graduating students.

So are we willing to state that all elite school graduates are smarter than all graduates from regular schools?  Even the top of the class at regular schools?

The powers that be seem to think so because they can’t think of anyone outside the Ivy League to put on the Supreme Court.

So let’s examine the ability of the Ivy League to cull out all elite students.  Let’s ask some questions:

What about those students who had no desire to go to an elite school?

What about those students who were late bloomers?

What about those students who could not go because they had to take care of a sick family member?

What about those students who do not approve of the concept of an elite university?

What about those students who were brought up to believe that the individual was important than the school?

These are quite a few things to think about before you start believing that Harvard represents the best and brightest.

They do not.

They are outnumbered and have been for centuries.

Their supremacy is an illusion.

Their supremacy is propaganda designed by the elites to serve the elites – to control the mass of humanity by their graduates who are steeped in politically correct dogma.

This dangerous propaganda has resulted in academic inbreeding.

The people in charge are academically defective in their thinking; and their defective thinking has resulted in the catastrophes that have taken place domestically and abroad.