{"id":3687,"date":"2024-09-07T03:22:50","date_gmt":"2024-09-07T03:22:50","guid":{"rendered":"https:\/\/canadafirst.nfshost.com\/?p=3687"},"modified":"2024-09-07T03:22:50","modified_gmt":"2024-09-07T03:22:50","slug":"a-teachers-farewell-treatise-how-illegals-have-blighted-the-system","status":"publish","type":"post","link":"https:\/\/canadafirst.nfshost.com\/?p=3687","title":{"rendered":"A Teacher\u2019s Farewell Treatise: How Illegals Have Blighted the System"},"content":{"rendered":"\n

A Teacher\u2019s Farewell Treatise<\/a><\/h1>\n\n\n\n

Paul Bianco, Counter-Currents, August 15, 2024<\/p>\n\n\n\n

https:\/\/html5-player.libsyn.com\/embed\/episode\/id\/32935322\/height\/50\/theme\/legacy\/thumbnail\/no\/
Subscribe to future audio versions of AmRen articles here<\/a>.<\/em><\/p>\n\n\n\n

It has been said, \u201cTeaching is the greatest act of optimism\u201d, and it is. I just retired from education after thirty-plus years as a high school teacher. I brought tremendous creativity, energy, and a little irreverence to my teaching, and students would tell you mine was one of their most enjoyable classes. Now in my 60s, I just don\u2019t have the same enthusiasm I once did. My optimism for what is trending in public education is also running on fumes. Like a skilled party guest, it\u2019s important to know when to leave.<\/p>\n\n\n\n

It is said that you only need a sip of wine to know if the bottle is any good. What about three decades of \u201csips\u201d in many classrooms? My first public school teaching position was in an \u201curban\u201d Nevada school that was so gang-infested that one vice principal wore a kevlar vest under his button down shirt. I once asked a Hispanic student in one of the gangs, \u201cWhy don\u2019t you warring gang kids band together and become a united group? You have so many of the same struggles.\u201d He said, \u201cBecause if we\u2019re better than at least one other gang at least we\u2019re better than somebody, Holmes.\u201d Telling.<\/p>\n\n\n\n

By and large I genuinely liked the Spanish-speaking kids mostly because they interacted with me (as a bilingual) differently than they did with other teachers who weren\u2019t. For the most part I found them friendly enough so long as you gave them a fair shake and never \u2018dissed\u2019 them. Hispanics are one-on-one reciprocal in interpersonal assessment, something I liked about them. That said, once you get beyond a percentage tipping point, they\u2019re just as \u201cour race over yours\u201d as blacks.<\/p>\n\n\n\n

The impact of illegal aliens on America\u2019s schools is tectonic. The tax dollars spent to serve illegals (and feed and provide them health care) in our schools is obscene. Federal costs alone come to nearly seven billion dollars. In my state of Tennessee there is about $383 million in education spending on undocumented students (2017 figures.) Certainly it\u2019s more now. Educating\/serving children in foreign languages is twice as much per person as native born children. What do we get for this cash hemorrhage? Staggering truancy, a spike in discipline issues, low test scores and a high school dropout rate three times the white rate and twice the black rate. They receive free education, free meals, often free day care, and free medical services in school, yet, as with blacks, they loudly demand more rights, privileges, and entitlements. Mainstreaming these students into the regular classroom doesn\u2019t serve them very well and results in a lower common denominator that puts a drag chute on higher performing students. (Much more on this to follow.)<\/p>\n\n\n\n

What\u2019s the impact of non-English speaking illegal alien students in America\u2019s schools? You will find no research on this vital question, absolutely none. A significant number of our urban schools are a Third World culture that does not value education, accepts their children becoming pregnant and dropping out, and adamantly refuses to assimilate. You\u2019re paying for that.<\/p>\n\n\n\n

The main reason for the present day mess is the 1982 Plyler v. Doe<\/em> Supreme Court (5-4) decision. This judgment upheld that \u201cA state cannot prevent children of undocumented immigrants from attending public school unless a substantial state interest is involved.\u201d (It is undeniable that today, 45 years later, a very substantial state interest is<\/em> involved when it comes to screening students for their legal citizenship status.) The court determined that to deny enrollment to such children violates the Equal Protection Clause of the Fourteenth Amendment. Fast forward. We need a new assessment of \u201cequal protection\u201d in 2024 to factor in the protection of children born to American citizens who have the right to self-actualize, deserve freedom of association, and must be safe in the schools where their families\u2019 taxes underwrite those schools with their tax dollars.<\/p>\n\n\n\n

Here\u2019s the immigrant net-net: nearly one out of four (23 percent) students in public schools come from immigrant-headed households, both legal and illegal (2021 statistic.) This is double the 11 percent in 1990 and more than triple the 7 percent in 1980. About 90 percent of all immigration inflow has been non-European since 1970, and the 3rd World\/PoC floodgates are wide open. You do the math.<\/p>\n\n\n\n

The black kids at the Nevada school weren\u2019t \u201csimpatico\u201d with the Hispanics (typical), and showed open hostility towards them during any Hispanic heritage event while insisting on special recognition for anything, everything<\/em>, black. Both groups shared a generally apathetic attitude towards bettering themselves through education, though the Hispanic kids were very hard working at their manual labor jobs outside of school. A notable point of difference was that the Hispanic kids still seemed to listen to and had a modicum of respect for their mothers. The family orientation for them was strong to the point of them being truant for the slightest family reason. The black kids showed mostly eye-rolling tolerance for their mothers despite the volume and bluster they generated. Black mothers did more shouting and hitting than any other race that I taught. Dad was mostly nowhere to be found.<\/p>\n\n\n\n

My experience with both groups of students \u201cof color\u201d was the same in several other school systems across the country where I worked. The most dysfunctional school I taught in was in the inner city of a major Southern city that was overwhelmingly black. Ironically, it was the highest paycheck I\u2019d ever earned as a teacher with the most massive budget of any school system I\u2019d ever experienced, and the most spectacular waste of time and tax dollars I\u2019d ever been party to.<\/p>\n\n\n\n

My average day there was teaching mostly kids with no want, need, or use for education except as a place to go during the day to do anything but learn. Drug dealing was common, bullying was everywhere, fights happened nearly every day. The school had a day care for teenagers\u2019 children, themselves babies, who had their own babies. My classes were stocked with few kids who were there to really apply themselves (though there were some, and I deeply respected their dedication.) Standards were low, and administration pressured teachers to not write up kids for \u201cminor\u201d things that disrupted the learning in the classroom (read: short of a full-on brawl in your classroom, don\u2019t burden us with your problem). The subtle imperative there was: keep the kids in your room, out of the halls, don\u2019t bother Admin with whatever they do short of needing crime tape. Some teachers rolled with it and allowed their rooms to become little more than loitering spaces with the unspoken understanding that students could do anything they wanted so long as they were relatively quiet about it. I wasn\u2019t one of them.<\/p>\n\n\n\n

Once I called out a student who was carrying on in the back of my room during a lesson. The student\u2019s posse swarmed me with objection to my asserting control in my class. I telegraphed an I\u2019m-not-having-it tone. My response to them was, \u201cI seriously doubt she\u2019s going to need psychological help over this situation that is, by the way, none of your business.\u201d Thirty minutes later I was summoned to the principal\u2019s office and told that four girls in my class stood as witnesses that I had told the fifth that \u201cshe had psychological problems.\u201d I stood on what really happened. The principal urged me to \u201ctake one for the team\u201d and sign an already drafted reprimand that would go in my personnel file. \u201cNobody sees these things, anyway,\u201d he told me.<\/p>\n\n\n\n

The principal wasn\u2019t going to have my back, so I wasn\u2019t going to remain there. Several months later, that spring, all five new hires in my department resigned. The department chair, a kindly older white woman, who was more mother to them than teacher, remained. Mrs. X was imbued with white savior complex to the point of having a washer and dryer in her classroom for students to use. The whole place was more of a health and human service mini mall than a school. A few years later President Obama visited the school and told students, \u201cI\u2019ve heard great things about this high school and all of you.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

A Teacher\u2019s Farewell Treatise Paul Bianco, Counter-Currents, August 15, 2024 https:\/\/html5-player.libsyn.com\/embed\/episode\/id\/32935322\/height\/50\/theme\/legacy\/thumbnail\/no\/Subscribe to future audio versions of AmRen articles here. It has been said, \u201cTeaching is the greatest act of optimism\u201d, and it is. I just retired from education after thirty-plus years as a high school teacher. I brought tremendous creativity, energy, and a little irreverence to my […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2634],"_links":{"self":[{"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=\/wp\/v2\/posts\/3687"}],"collection":[{"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3687"}],"version-history":[{"count":1,"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=\/wp\/v2\/posts\/3687\/revisions"}],"predecessor-version":[{"id":3688,"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=\/wp\/v2\/posts\/3687\/revisions\/3688"}],"wp:attachment":[{"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3687"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=3687"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/canadafirst.nfshost.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=3687"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}