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Chicago superintendent says NO to school closures on May 1 · Cultural Wars | America Out Loud News

• 0:24
  Well, today is the day, my friend, that John Adams took the oath of office as America's first vice president.
• 0:32
  John Adams, he doesn't get a lot of the credit that he that he deserves.
• 0:38
  And he would, he would later on, he would lament that.
• 0:40
  He would lament that his accomplishments were overshadowed and overshadowed by others and overlooked by many.
• 0:52
  But we owe a lot to John Adams.
• 0:55
  It is because of his stalwart actions in the years of 1774 and 1775 and 1776.
• 1:07
  That we even are celebrating 250 years this summer.
• 1:11
  And we are, we're celebrating 250 years in um an absolute glorious fashion.
• 1:18
  America Out Loud will be in Nashville, Tennessee, July 2nd, July 3rd, and July 4th.
• 1:24
  We invite you to join us, please.
• 1:28
  Bring your family.
• 1:29
  It's going to be a beautiful patriotic event with Americans of like mind and like heart.
• 1:39
  And it's not too late to register.
• 1:41
  Go to America Outloud.newslash Nashville.
• 1:45
  Get yourself registered for this beautiful celebration and use code Dean.
• 1:51
  Use code Dean for 25% off of your registration.
• 1:56
  Also, everybody who registers your name is being entered into a drawing for a free two night stay at the hotel at the glorious Sheraton Hotel there in downtown Nashville, Tennessee over that weekend, July 2nd, 3rd, and 4th.
• 2:13
  So you could have your whole thing paid for.
• 2:16
  And it's just going to be a fantastic time.
• 2:28
  I'd like to thank you for being a part of this audience, this listening audience.
• 2:33
  And we really do have have John Adams to think without the efforts of John Adams.
• 2:40
  As a matter of fact, it was Thomas Jefferson who referred to him.
• 2:45
  Hang on, let me, I'm going to pull this up here because it was Jefferson.
• 2:50
  I think referred to him as the Colossus.
• 2:53
  Is that what he called it?
• 2:54
  The colossus of the uh where is it?
• 2:57
  Where hold that hold that thought.
• 2:59
  Oh, you know what?
• 3:00
  Maybe maybe it's in this pile.
• 3:02
  Hold on, hold on.
• 3:03
  It might be, it might be in this.
• 3:06
  Is it in this pile?
• 3:07
  Ah, here it is in this pile.
• 3:10
  The colossus of the debate.
• 3:13
  Uh, had Mr.
• 3:15
  Adams been so restrained, Congress would have lost the benefit of his bold and impressive advocations of the right of revolution for no man's confident and fervent addresses more than Mr.
• 3:29
  Adams encouraged and supported us through the difficulties surrounding us, which like the ceaseless action of gravity weighed on us by night and by date.
• 3:40
  Those were the words of Thomas Jefferson to his friend James Madison nearly 50 years later.
• 3:48
  The colossus of the debate.
• 3:50
  That's what he that's how he described John Adams.
• 3:54
  And if it were not for Adams, I'm telling you right now, if it were not for Adams, we would not be in celebratory mode.
• 4:02
  We would not be celebrating 250 years of glorious, glorious independence.
• 4:09
  And we are what we are we're celebrating around here.
• 4:13
  But not everybody is celebrating.
• 4:15
  Not everybody in America is happy that we uh have been living under the declaration of independence and the subsequent constitution so gloriously for these many years.
• 4:30
  They're not happy about it.
• 4:32
  They they don't appreciate the restrictions that these documents place upon their own power.
• 4:41
  They want uh and long for, desire unlimited power.
• 4:46
  They would rather have their stamp of control on us.
• 4:50
  Uh they they would rather that the declaration not exist.
• 4:54
  They would rather that the constitution not exist.
• 4:58
  And it's these people, really, it's this idea and this attitude that we are fighting against constantly, constantly fighting against, constantly making the attempt to put our foot down for freedom.
• 5:12
  Uh well, one of the ways that we talked about this yesterday.
• 5:16
  One of the ways that this idea, and the people that are promoting this anti-independence idea, uh what one of the ways that they're going about this is just plucking things from our memory, plucking things from our from our education system.
• 5:37
  For example, in elementary school, we we have the students uh we call it grammar school around here, but we have the students recite particular things.
• 5:51
  The more that they recite, the more those those things stay in their memory, the more those things stay a part of them.
• 5:57
  And a beautiful example is the is the alphabet song.
• 6:01
  A B C D E F G.
• 6:03
  I mean, sing it along with me.
• 6:05
  We know the alphabet because of that song, because we've we've put it to music.
• 6:12
  We also know about uh particular things of this country because we've memorized them.
• 6:18
  For example, the Pledge of Allegiance here, Waterbrook, we say the Pledge of Allegiance every morning, and we are we are making our pledge of allegiance to the flag of the United States of America and to the Republic for which it stands.
• 6:34
  But not every school is doing that.
• 6:37
  I mean, some schools have chosen to opt out of saying the pledge.
• 6:42
  If they're not saying the pledge, do they know that we are a nation under God?
• 6:49
  By the way, that anniversary is coming up, I think tomorrow.
• 6:53
  Yes, tomorrow is the anniversary where Congress authorizes the use of the phrase uh no, I'm sorry, not under God, use of the phrasing God we trust.
• 7:00
  Sorry, not under God, use of the phrasing God we trust.
• 7:03
  That's coming up.
• 7:03
  That's coming up.
• 7:03
  That's tomorrow's anniversary class.
• 7:03
  That's tomorrow's anniversary class, and God we trust.
• 7:06
  And God we trust.
• 7:07
  Uh, but it's the same.
• 7:07
  But it's the same.
• 7:09
  And we are a nation under God.
• 7:09
  We are a nation under God.
• 7:10
  Who trusts in God?
• 7:10
  Who trusts in God?
• 7:14
  If we are no longer saying the pledge, do students know that we're a nation under God?
• 7:14
  If we are no longer saying the pledge, do students know that we're a nation under God?
• 7:19
  Do students know that we are a republic?
• 7:19
  Do students know that we are a republic?
• 7:22
  I mean, it's in the pledge.
• 7:22
  I mean, it's in the pledge.
• 7:25
  We we pledge allegiance to the flag of the United States of America and to the republic.
• 7:25
  We pledge allegiance to the flag of the United States of America and to the republic for which it stands, not the democracy, by the way.
• 7:33
  We don't pledge our allegiance to the flag and the democracy for which it stands.
• 7:38
  Because the flag doesn't stand for a democracy, stands for a republic.
• 7:44
  But if some schools have opted out of the pledge, if they're no longer saying the pledge, then that's that's not being ingrained in our national memory.
• 7:57
  This is one of the ways that they're accomplishing this.
• 8:00
  We talked about this yesterday, Linda McMahon.
• 8:02
  We played the clip of her, uh, she's on this 250 tour, uh, you know, celebrating American independence, stopping at schools.
• 8:12
  And the stop includes signage that displays the pledge of allegiance.
• 8:17
  And one of the schools, the principal said to her, I am so grateful that you you brought signage with with the words to the pledge on it, because our kids here, they don't know the pledge.
• 8:26
  I mean, we've opted out, we don't say the pledge.
• 8:30
  And uh our founding fathers are spinning right now in their graves, that we've decided to opt out that we have we have plucked this from our national memory.
• 8:40
  Now, granted, there wasn't a pledge uh during the revolutionary period.
• 8:48
  But the point is that the pledge is important.
• 8:53
  The pledge speaks to particular American values.
• 8:58
  And it used to be something that we taught our our children, we we taught our students to support these values.
• 9:06
  But in some instances, uh those values aren't being supported, those values aren't being ingrained in our national memory.
• 9:15
  And Linda McMahon went on to describe this same principle as he thanked her for bringing the verbiage to the pledge when he invited the students to stand, he told them no, you don't have to, you know, pledge to to our flag.
• 9:31
  This you can offer this pledge to any flag, any flag that you deem appropriate.
• 9:35
  Because we're not really pledging to a flag, we're really pledging to a spirit.
• 9:40
  I don't know what he what he meant by pledging to a spirit.
• 9:45
  I mean, it feels kind of I don't know.
• 9:48
  Maybe he meant an idea.
• 9:50
  We're kind of pledging to an idea.
• 9:53
  Well, he would be wrong.
• 9:54
  We're not pledging to a spirit, we're not pledging to an idea.
• 9:58
  We're we're we're we're pledging to a flag.
• 10:00
  And it's not just that we're pledging to a piece of fabric, but uh we the the flag holds symbolism for us.
• 10:09
  I mean, it represents something.
• 10:12
  It uh represents uh courage, it represents honor, it represents particular values and particular virtues that if if we're not talking about, do that do the kids know about it?
• 10:31
  Well, the answer is no, they they don't know about it, they they don't know what the flag stands for.
• 10:37
  They don't know why we pledge to it.
• 10:40
  They have no idea that that pledge includes particular virtues, that the flag stands for particular virtues.
• 10:48
  I mean, they might know that the stars represent the the states and the stripes represent the original colonies, but do they know what the colors mean?
• 10:57
  Do they know what the colors represent?
• 11:00
  If they're allowed to say the pledge just to any flag, even though it says to the flag of the United States of America, and we we have people in this country that that are not interested in supporting the original values, and we talked about this yesterday.
• 11:21
  We also talked about this May Day uprising that is um that's coming.
• 11:30
  I mean, it's you know, May Day, may May Day, May Day.
• 11:32
  The sunrise movement group is is sponsoring this, they're putting this on, they're wanting they're wanting public schools to to close on May 1st, so the kids can not have school that day, so there can be this mass, massive anti-Trump protest taking place, and I'm holding here an article regarding this May Day event that's being planned in Chicago, but there are some educational leaders in Chicago that are that are taking a stand against the union and even against this mayor here.
• 12:12
  This what's his name, Brandon Johnson, this mayor in Chicago has thrown his his support into shutting down schools.
• 12:23
  Let's have May Day, let's let's close the schools down.
• 12:26
  All the kids don't need school.
• 12:28
  Um so there are some mixed messages coming out of out of Chicago.
• 12:34
  Johnson uh, as I said, has announced his support to cancel classes on May 1st for a national day of protest, but the superintendent of schools has said, no, I'm in opposition to this.
• 12:48
  We're not closing.
• 12:50
  Matter of fact, I'm the superinstant, I'm the superintendent, and the doors are staying open.
• 12:55
  And the teachers union, they're they're fit to be tied.
• 12:59
  Last month, the Chicago Teachers Union, the CTU passed a resolution affirming that members will participate in the planned May Day events.
• 13:13
  We're gonna our members, all of our teachers that are that are union teaching, we're we're participating in this event, and there's a particular reason why.
• 13:22
  Uh because of we're gonna protest on May Day because of an unprecedented national assault on education.
• 13:33
  Did you know that right now there was an unprecedented national assault on education?
• 13:41
  Uh, I mean, there has been an unprecedented national assault for decades.
• 13:46
  But but the people that are promulgating the assault are now saying we're gonna we we want to close school on May 1st because of an assault, an assault on us, an unprecedented national assault on education.
• 14:00
  Assaults on education.
• 14:02
  And here's what they say this assault is driven by primarily the MAGA movement.
• 14:02
  And here's what they say this assault is driven by primarily uh the MAGA movement.
• 14:08
  The MAGA movement is assaulting unprecedentedly.
• 14:08
  The MAGA movement is assaulting unprecedentedly education in America, the MAGA movement, the the the movement whose acronym stands for Make America Great Again once to destroy education in America.
• 14:13
  Education in America.
• 14:15
  The MAGA movement.
• 14:17
  The movement whose acronym stands for Make America Great Again.
• 14:20
  Once to destroy education in America.
• 14:25
  Well, um maybe destroy the way you've been going about it.
• 14:25
  Well, um, maybe destroy the way you've been going about it.
• 14:30
  I mean, that's that's probably fair to say.
• 14:32
  Stop you from from continuing to destroy it.
• 14:36
  I mean, that's that's fair to say.
• 14:39
  So the unprecedented national assault is driven by Make America Great Again.
• 14:43
  It's driven by MAGA politicians.
• 14:48
  It's driven by MAGA billionaire donors.
• 14:52
  It's driven by MAGA corporate interests who seek to privatize our schools.
• 14:59
  You know, so there's they're kind of lumping in the uh the tax scholarship credit here.
• 15:06
  How dare you privatize our schools?
• 15:09
  You're you're privatizing these these beautiful government-run uh education camps, these indoctrination camps.
• 15:18
  Um they uh they believe this unprecedented national assault is driven by uh this desire to censor educators.
• 15:31
  How dare you censor us?
• 15:32
  You're telling us that we can't compel speech.
• 15:37
  That we can't hide things from parents because Johnny wants to be Janie, and you're telling us that we can't compel everybody in the building to refer to Johnny as Janie, and we can't keep it hidden from parents.
• 15:52
  Um you're censoring us.
• 15:56
  How dare you censor educators?
• 15:58
  You're banning books.
• 16:00
  How dare you tell us we can't include my shadows pink?
• 16:05
  You're dismantling civil rights protections.
• 16:08
  You're criminalizing and separating immigrant families, and you're weakening the workers.
• 16:15
  Um by weakening the workers' unions.
• 16:20
  Okay.
• 16:20
  So this is their statement.
• 16:26
  This is the resolution that they passed in Chicago.
• 16:29
  The Chicago Teachers Union passed this resolution.
• 16:33
  Uh, that it's an unprecedented national assault, and and it's driven by yeah, all this the this list.
• 16:40
  Yet, yet, this union is all for canceling school on this day, so they can go and complain.
• 16:47
  So they can go and protest.
• 16:50
  Uh the union resolution also states that under a state law, middle and high school students are allowed one absence per year to attend this type of civic event.
• 17:02
  But the event has to be sponsored by nonprofit or governmental entity.
• 17:07
  So, you know, in comes this group, this sunrise movement.
• 17:12
  Are they a nonprofit?
• 17:14
  Uh they describe themselves as an anti-Trump climate revolution group that advocates socialism and an end of the two-party political system.
• 17:26
  I mean, they're I don't know, they're probably a nonprofit.
• 17:30
  I don't really see where they are or not in this piece I'm looking at.
• 17:34
  I mean, apparently a nonprofit has to be sponsoring this, and then kids are allowed.
• 17:40
  They're allowed to miss one day a year in order to participate in this civic event.
• 17:47
  This is what they refer to as civics.
• 17:49
  This is their civic education right here.
• 17:52
  Young people are gonna, they're gonna get a great education.
• 17:55
  Why we're gonna we're gonna protest our president, and we're gonna protest law enforcement.
• 18:01
  And and we're gonna protest uh uh everything that that that we that we stand against, which is which is America.
• 18:11
  But we're gonna protest America.
• 18:14
  I mean, if you've got uh a socialist organization sponsoring this event, and you've got the teachers' unions sponsoring this event or pushing for it heavily.
• 18:26
  Um, I mean, it's socialism.
• 18:28
  It's socialism on display, and that's what we're trying to apparently, at least in Chicago.
• 18:35
  That's what we're trying to tell our students.
• 18:38
  That by golly, we're gonna we're gonna protest America.
• 18:41
  We don't care that we're celebrating 250 years.
• 18:44
  We're gonna protest America.
• 18:47
  That's what we're doing.
• 18:50
  Uh but the superintendent, God bless her, the superintendent is putting her foot down.
• 18:57
  We'll see if if this lasts.
• 19:00
  But the superintendent has said, no, I'm not playing this game.
• 19:04
  And she has some support, and we're going to get into what her support looks like.
• 19:08
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• 19:12
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• 22:37
  So I asked, actually, this week.
• 22:40
  I asked our students here.
• 22:42
  I said, what if we didn't?
• 22:44
  What if we didn't say the pledge?
• 22:46
  How would you feel about it if we just opted out of out of the pledge and we didn't say it anymore?
• 22:51
  And they were like, you know, what one of the students raised their hand and said, I would ask, what have you done with Mr.
• 22:57
  Bowen?
• 22:58
  Which is a fair question.
• 23:01
  Generally speaking, the consensus, 100% of the consensus, actually, not even generally, 100% was we would we would revolt.
• 23:10
  We want to say the pledge.
• 23:12
  There is this idea of patriotism.
• 23:17
  Which is something that really saying the pledge is a part of it.
• 23:24
  It's part of being a patriot.
• 23:27
  John Hancock, let me read you a quote from John Hancock.
• 23:35
  I wasn't uh planning on doing this, so it might take me a minute to pull this up.
• 23:40
  Uh hand cotton.
• 23:41
  No, here it is.
• 23:42
  Didn't even take me a minute.
• 23:45
  Uh Hancock made this statement.
• 23:48
  Let me see the the source, the reference.
• 23:51
  This was a speech in the council chamber, February 27th, 1788.
• 23:59
  Uh the council chamber, I think would have been referenced as referencing the uh the state of Massachusetts.
• 24:08
  I believe at this time Hancock is the governor.
• 24:11
  Don't quote me.
• 24:12
  I think he's the governor.
• 24:15
  But he's making the speech in the council chamber.
• 24:19
  And part of it, he says, uh, he's he's referring to, you know, he's marveling that that the Lord gave America a name and a standing among the nations of the world.
• 24:32
  And in reference to us, to the people, he says, I hope and pray that the gratitude of their hearts may be expressed by proper use of those inestimable blessings.
• 24:44
  An estimable, there's a word for you, inestimable blessings.
• 24:50
  I N E S T I M A B L E.
• 24:53
  Your assignment of the day is to look it up.
• 24:56
  Inestimable blessings.
• 24:58
  By, he continues, the greatest exertions of patriotism.
• 25:05
  And then he continues by forming and supporting institutions for cultivating the human understanding for the greatest progress of the arts and sciences, by establishing laws for the support of piety, religion, and morality, and by exhibiting on the great theater of the world those social public and private virtues, which give more dignity to a people possessing their own sovereignty than the crowns and diadems afford the sovereign princess.
• 25:38
  But he's saying this is how we uh this is how we express the greatest exertions of patriotism by forming and supporting institutions for cultivating the human understanding.
• 25:51
  That would be, by the way, schools by forming and cultivating these institutions.
• 25:59
  And for the greatest progress of the arts and sciences by establishing laws for the support of piety, religion, and morality.
• 26:10
  Um, this is how we uh this is how we show our patriotism.
• 26:17
  Part of that, he doesn't have the pledge here.
• 26:18
  As I said, the pledge didn't come till years later.
• 26:22
  But you know, part of part of being a part of you know, forming and supporting institutions for cultivating the human understanding.
• 26:32
  Being schools is saying the pledge of allegiance.
• 26:38
  Because in there, and in that moment, we're expressing patriotism.
• 26:44
  All right.
• 26:45
  Um, so anyway, the kids here were like, you know, no, we we would we would demand that the pledge come back.
• 26:51
  We would demand it.
• 26:53
  And I promise you.
• 26:55
  If I said, you know, May 1st, let's go protest ice.
• 27:00
  Let's go protest law enforcement.
• 27:03
  Let's go protest our president.
• 27:05
  Doesn't matter what the president is, or who, who it is, or which party is a part of.
• 27:10
  Uh we certainly weren't going out and protesting Joseph Robinette Biden.
• 27:15
  We weren't protesting Barack Hussein Obama.
• 27:19
  We would not have protested Hillary Rodham Clinton.
• 27:23
  Oh, so grateful for that.
• 27:24
  We would not have protested the other one.
• 27:27
  Kamala, I don't know what her middle name is.
• 27:30
  Oh, I'm so grateful that we don't have her.
• 27:34
  Now, all right, so I'm I'm kind of digressing here.
• 27:40
  My point is that we uh schools should be for educating.
• 27:46
  They should be for educating, not going out and protesting.
• 27:49
  Part of that education should be an education and patriotism.
• 27:53
  Yes, I believe we should raise our young people to love our country.
• 27:59
  Why wouldn't you want to love the country wherein you live?
• 28:00
  Why wouldn't you want to love the country wherein you live?
• 28:03
  Why would you want to spend your days protesting the values of your country?
• 28:03
  Why would you want to spend your days protesting the values of your country?
• 28:13
  Because the law is one of the values.
• 28:13
  Because the law is one of the values.
• 28:15
  We should be law abiding citizens.
• 28:15
  We should be law abiding citizens.
• 28:17
  But here, you know, the the mayor in Chicago.
• 28:17
  But here, you know, the mayor in Chicago, he is he's all about this.
• 28:21
  He is he's all about this.
• 28:23
  Let's let's take the day off.
• 28:23
  Let's let's take the day off.
• 28:24
  Let's not go to school on May 1st.
• 28:24
  Let's not go to school on May 1st.
• 28:26
  He is in lockstep with the
• 28:26
  He is in lockstep with the Chicago Teachers Union.
• 28:31
  Well, you know that's where he's from.
• 28:33
  He's from the teachers union.
• 28:34
  He was put in place as mayor by the teachers union.
• 28:38
  All right, so let's carry on with this story.
• 28:42
  Uh nationally, event organizers here for May 1st are calling on employers, schools, and businesses to shut down for the day.
• 28:53
  Shut your doors, close up shop because you're gonna spend the day protesting Donald Trump.
• 29:00
  That's the point.
• 29:02
  It's the point of the endeavor.
• 29:03
  It's that that's the point of the mission.
• 29:05
  We're just gonna protest.
• 29:07
  Uh during an April 10th news conference, the mayor here in Chicago, Johnson said May Day is going to happen.
• 29:16
  It's gonna happen, kids.
• 29:17
  We're we're doing it.
• 29:19
  Noting that conversations are taking place with school officials to cancel classes.
• 29:25
  He said parents have advanced notice.
• 29:28
  The city of Chicago has advanced notice.
• 29:32
  So we can continue to make those necessary adjustments for May Day.
• 29:36
  What day was this?
• 29:38
  May 10th.
• 29:40
  So parents have three weeks.
• 29:41
  Three weeks to find child care.
• 29:43
  You better get on it.
• 29:45
  Uh, because schools closing.
• 29:48
  Um Chicago public schools are scheduled to remain open, however, on May 1st.
• 29:54
  They are not going to shut down.
• 29:56
  Faculty and students are not excused from a regular full day of instruction, according to the most recent announcement from Superintendent Macquillen King.
• 30:07
  Macquilin.
• 30:08
  I've never heard her name pronounced.
• 30:10
  I've never seen it written until now.
• 30:13
  Macquillan.
• 30:14
  Okay.
• 30:15
  Not to be confused with Jacqueline.
• 30:17
  Uh rhymes with Jacqueline.
• 30:20
  Here's what she said.
• 30:21
  As a career educator, I believe that every minute in the classroom is vital for students.
• 30:28
  My position has been consistent and has not changed.
• 30:32
  This was an announcement she posted on the district's website.
• 30:36
  She continued.
• 30:38
  I understand and emphasize with our families' frustration and confusion around this issue.
• 30:45
  But we are open for bidness, open for bidness.
• 30:49
  Well, what does the mayor think about that?
• 30:52
  What I wonder does the teachers union think about that?
• 30:56
  About the superintendent coming out and actually saying she believes every minute in the classroom is vital for students.
• 31:02
  How dare she make that statement?
• 31:05
  How dare she say her position has been consistent and hasn't changed?
• 31:11
  The next Chicago Board of Education meeting uh is in a couple of days, uh, April 23rd.
• 31:19
  But according to this, this article, the time of print uh and agenda has yet to be posted on the district website.
• 31:27
  I don't know, maybe it's posted now.
• 31:30
  As of this, the time of this article that was not posted yet, and I haven't checked, quite frankly.
• 31:36
  The Chicago Teachers Union remains steadfast on members' plans to not be in the classroom on May 1st, according to its website.
• 31:48
  Whoa, we've got a clash of the Titans here.
• 31:50
  What's gonna happen when the teachers don't show up to class, but the students do because they're their school on May 1st.
• 32:01
  The superintendent here, Macklin King has not shut the doors.
• 32:07
  But the teachers union, they are supporting and pushing for their members to not go to class that day, rather to go outside, find yourself a signed somewhere in a street corner somewhere, and protest the existence of Donald Trump as our president.
• 32:27
  The union said its current contract ratified last year, stipulates that May Day is recognized as a day of civic action, and that it has already filed a grievance against the district to ensure that the contract item is honored.
• 32:45
  So were they planning this a year in advance?
• 32:49
  I mean, kudos to them, by the way.
• 32:53
  If if this is indeed the case, kudos to them for forethought and planning this walkout on May 1st and sticking it into the union contract.
• 33:04
  These people aren't dumb.
• 33:06
  I mean, we're gonna hand it to them.
• 33:08
  They are not dumb.
• 33:10
  They're smart, they are absolutely smart, and the only way they win is if we the people are dumb.
• 33:19
  That's it.
• 33:20
  If we just kind of follow along like sheep being led to the slaughter, that's it.
• 33:25
  That's the only way they win.
• 33:27
  That's the only way they convince the populace that you know we should stop saying the pledge, or that we should, you know, let all the kids go outside and protest on the streets about ice and law enforcement and President Trump.
• 33:44
  You know, if we allow this, then we would be the stupid ones being led to the slaughter just like like dumb sheep.
• 33:52
  I mean, these guys are smart to put this kind of forethought together.
• 33:57
  The union has also pub publicized a May 1st itinerary that instructs children to arrive at school by 8 a.m., participate in regional civics lessons and actions until noon, and then gather for a rally at Union Park at 1 p.m.
• 34:15
  by kids.
• 34:16
  You're gonna you're gonna get to school by 8.
• 34:18
  You're gonna participate in regional civics lessons and actions.
• 34:21
  I wonder what those regional civics lessons are.
• 34:24
  Wonder what the actions are.
• 34:27
  Wonder what the kids are gonna learn on May 1st when they show up to school at 8 a.m.
• 34:33
  And they take part in regional civics lessons.
• 34:37
  Do you think that they'll be be told, you know, something like the orange man is evil?
• 34:43
  I wonder.
• 34:44
  I don't know.
• 34:45
  Uh the the union, the teacher union announcement in part states this.
• 34:51
  A beautiful coalition of racial and economic justice organizations, unions and community groups is working alongside the city.
• 35:00
  Inside the city.
• 35:00
  It's libraries, parks, and others to carry forward the legacy of the movements that won the rights now threatened.
• 35:01
  It's libraries, parks, and others to carry forward the legacy of the movements that won the rights now threatened.
• 35:10
  Uh I I wonder which which rights are being threatened at the moment.
• 35:11
  I wonder which which rights are being threatened at the moment.
• 35:17
  Um is there anybody asking that question?
• 35:18
  Is there anybody asking that question?
• 35:20
  Do you think they would have an answer?
• 35:20
  Do you think they would have an answer?
• 35:23
  Which rights are they are they claiming are being threatened?
• 35:23
  Which rights are they are they claiming are being threatened?
• 35:26
  Now, this is the same group, of course, that is saying that MAGA.
• 35:26
  Now, this is the same group, of course, that is saying that MAGA wants to what was the language here?
• 35:32
  What is MAGA want to do?
• 35:34
  Oh, it's an un that MAGA is uh putting on an unprecedented national assault on education that they're driving it.
• 35:43
  They are the driving force behind an unprecedented national assault on education.
• 35:49
  Uh, I wonder what unprecedented assaults upon uh rights are happening.
• 35:54
  Which which rights uh are we talking about?
• 35:58
  Uh a beautiful coalition of racial and economic justice organizations, racial and economic justice.
• 36:04
  The these the these two groups here that are fighting for rights, uh racial rights, because I don't know of any racial rights that are being threatened.
• 36:16
  Uh economic rights, I don't I don't, I don't know.
• 36:19
  I mean, they they need to be specific economically.
• 36:22
  What rights do we have?
• 36:25
  Uh we have um, I mean, I don't know that we have any rights economically, do we?
• 36:32
  Um somebody help me out here.
• 36:33
  I mean, we have the we have the right to liberty.
• 36:37
  We have the right to life, we have the right to pursue happiness.
• 36:41
  I suppose maybe that could be economic.
• 36:44
  Uh we have the right to self-defense.
• 36:48
  We have the right to speak freely.
• 36:51
  I mean, I suppose, you know, that could be part of economics.
• 36:57
  I mean, we certainly have the right to practice and and worship freely.
• 37:03
  Uh, we we have the the right to to a free press.
• 37:07
  We have the right to gather and um uh have peaceful protests.
• 37:13
  Is that what they're talking about here?
• 37:14
  Are they are they referring to that right?
• 37:16
  Is that right being being um assaulted?
• 37:20
  Is that right being threatened?
• 37:22
  The right to to gather peacefully.
• 37:24
  I mean, you can gather peacefully.
• 37:27
  Uh, I mean, if you're gonna you know block traffic, I don't think you have a right to block traffic.
• 37:33
  I don't think that count as a peaceful protest.
• 37:36
  And if you're gonna get out in the street and block traffic, I I think you that protest should be broken up.
• 37:42
  Um I think society logically says, you know, peaceful process is where you're peacefully out of the way, but but you you protest over there with your signs.
• 37:51
  You let your opinion be heard, you let your stance be known.
• 37:56
  But don't get into traffic, don't get into people's faces, don't you know, don't burn down buildings.
• 38:03
  I don't know that uh that the the right to protest peacefully is being threatened here.
• 38:10
  On social media, parents and organizations express frustration with the conflicting May Day information.
• 38:19
  Oh, here it comes.
• 38:20
  Here it comes because parents want their kids in school.
• 38:23
  They don't want their kids out being political activists.
• 38:28
  Uh the the group Chicago Flips Red.
• 38:32
  This is a group of black conservatives, by the way.
• 38:35
  We love we love these guys.
• 38:37
  Chicago flips red, that's what they're called.
• 38:40
  Uh they issued a statement stating families still don't have a clear answer.
• 38:48
  Uh kids could miss tests, test prep, graduation events, field trips, and they could miss real learning time.
• 38:56
  I mean, we we don't know what's going on.
• 38:57
  We we want an answer here.
• 39:00
  Are we open?
• 39:00
  Are we closed?
• 39:01
  Are teachers going to be there?
• 39:02
  Are they not going to be there?
• 39:04
  Chicago could stand alone, they said, as the only major city shutting down for this thing.
• 39:12
  I mean, it's just going to be Chicago.
• 39:14
  Other schools are right now, they're staying open.
• 39:17
  They're saying, hey, where our kids are school is still going on at session.
• 39:22
  I mean, there's probably going to be teachers that take their their kids out.
• 39:27
  And there's probably going to be teachers that make signs with their kids and take them out.
• 39:31
  I don't know.
• 39:33
  I think if I were a parent, I would be, I would be livid, livid, absolutely livid.
• 39:41
  Susanna Mendoza is an Illinois comp troller and parent of a Chicago public school student.
• 39:48
  Uh she said that closing school for another day on short notice sends parents sends parents scrambling for daycare.
• 39:56
  Not to mention leading to potential learning loss, lost wages, and questions about who will provide lunch to their children on May 1st.
• 40:08
  She said, as a Chicago public school mom, I have skin in the game and expect my son to be in school where he belongs on May 1st.
• 40:18
  Keep Chicago students in the classroom, parents at work, and focus on the city's test scores, not its politics.
• 40:27
  Bump bum bum.
• 40:30
  Do we know what the what the city test scores are?
• 40:34
  I mean, I don't have them right in front of me.
• 40:36
  But I promise you, they're not great.
• 40:39
  I can I've I've read them in the past, and they were abysmal.
• 40:44
  They were awful.
• 40:45
  They were atrocious.
• 40:46
  I mean, they were they were despicable.
• 40:48
  They were I don't remember, I don't know.
• 40:51
  I mean, I don't remember what they were off the top of my head, but take my word for it.
• 40:55
  They were not good.
• 40:56
  Uh, if I remember correctly, they were below the national average.
• 41:01
  I might be wrong about that.
• 41:02
  They might have been at the net.
• 41:04
  I don't I can tell you right now, I don't think they were above.
• 41:07
  I do not think they were above.
• 41:09
  And as you know, you you know this.
• 41:12
  The national average is awful.
• 41:14
  It's it's not good.
• 41:16
  It is abysmal.
• 41:19
  But this mayor here in Chicago and the teachers' union, they're like, well, let's take the day off.
• 41:26
  I mean, our kids are gonna be better served out there, out there protesting, out there kicking dust out there, you know, really sticking it to the man.
• 41:35
  Let's do that.
• 41:36
  Let's get out there and just uh let's just let the world know how much we hate our country.
• 41:42
  Ah, my friends, is that is that what we want?
• 41:46
  Truly, is that what we want?
• 41:48
  All right, we're gonna pause here for this break.
• 41:49
  We'll pick it up on the other side.
• 41:51
  You're listening to the dean's list on America out loud talk radio.
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• 45:30
  Let's talk about patriotism just for a second here.
• 45:33
  Let's just kind of wrap this whole conversation up.
• 45:36
  I went a little long in those two segments, so segment three is going to be short.
• 45:41
  Let's just let's just wrap up patriotism here and the importance of it.
• 45:46
  I did look up for you for your benefits.
• 45:49
  I did look up the word inestimable.
• 45:52
  And it is what I thought it was.
• 45:54
  Is it what you thought it was?
• 45:55
  I'm sure it was.
• 45:58
  Essentially, it means impossible to estimate.
• 46:01
  Inestimable.
• 46:03
  You can't estimate.
• 46:04
  It's it's impossible to estimate or calculate.
• 46:08
  Well, what are we talking about here?
• 46:09
  That's impossible to estimate or calculate.
• 46:13
  John Hancock says, I hope and pray that the gratitude of their hearts, meaning us, the gratitude of our hearts, the people of this country, may be expressed by pop by proper use of those blessings which we can't even calculate.
• 46:30
  Those blessings which we cannot even estimate.
• 46:34
  All right, let that gratitude, the gratitude that we feel in our hearts be expressed.
• 46:43
  That the gratitude of what?
• 46:44
  Of these blessings that we can't calculate.
• 46:47
  It's impossible to calculate or estimate the blessings of this country.
• 46:53
  The blessings that God has given us through this country, through this government, through a group of men saying, you know what, we're going to try something brand new.
• 47:04
  We're going to do something for the very first time that's never been done.
• 47:08
  And that is we're going to govern ourselves.
• 47:11
  And we're going to do it through virtue.
• 47:13
  We're going to do it through morality.
• 47:15
  We're going to do it through dependence upon providence, dependence upon almighty God.
• 47:21
  I mean, that's what they said here in the beginning.
• 47:24
  Uh that's what these are Jefferson's words, not mine.
• 47:30
  Jefferson closes off the declaration this way.
• 47:33
  He says, and for support of this declaration, with a firm reliance on divine providence.
• 47:39
  We mutually pledge to each other our lives, our fortunes, and our sacred honor.
• 47:44
  With with a with a uh a reliance on divine providence.
• 47:51
  We're doing this.
• 47:54
  So it's we it's providence that that has allowed us to step into this moment.
• 48:00
  And it's providence that is really supplied us with the blessings of this country.
• 48:05
  So John Hancock is saying, yes, we we can't calculate the these blessings, but how can we how can we express our gratitude for them?
• 48:14
  By the greatest exertions of patriotism.
• 48:18
  To be patriots.
• 48:22
  To be a patriot, I mean simply means to love your country.
• 48:27
  That's it.
• 48:28
  Love it.
• 48:29
  Love it.
• 48:30
  Support it.
• 48:31
  I mean, you don't have to agree with the decisions of the president.
• 48:34
  And quite often we don't.
• 48:37
  You don't have to agree with the decisions of your governor.
• 48:41
  Quite often we don't.
• 48:42
  You don't have to agree with your senator or your representatives.
• 48:47
  Quite often we don't.
• 48:49
  We stand diametrically opposed to what they're doing or saying or being.
• 48:54
  But love your country.
• 48:58
  Because your country gives you the ability to express that disagreement.
• 49:01
  The ability to express that disagreement.
• 49:04
  You think people can express their disagreement in Iran?
• 49:04
  You think people can express their disagreement in Iran?
• 49:09
  They'll be hung and in the town square.
• 49:09
  They'll be hung and in the town square.
• 49:14
  They'll be beat.
• 49:14
  They'll be beat.
• 49:16
  They'll be lashed.
• 49:16
  They'll be lashed.
• 49:17
  I mean, it's happening right now.
• 49:17
  I mean, it's happening right now.
• 49:19
  You think you can express your disagreement with um with the leaders in North Korea.
• 49:19
  You think you can express your disagreement with the leaders in North Korea.
• 49:28
  Can you publicly
• 49:29
  Can you publicly express disagreement with the leader in uh I don't know, China?
• 49:36
  Um, I don't know, uh, Cuba.
• 49:40
  Can you do this?
• 49:42
  No, you can't.
• 49:43
  In America, you can.
• 49:45
  And this is part of these blessings that that we can't calculate.
• 49:51
  And the the way to express our gratitude, according to Hancock, is by the greatest exertions of patriotism to be patriots.
• 50:03
  So there's this letter here that Benjamin Rush.
• 50:09
  He wrote to John Adams.
• 50:11
  This was July 20th, 1811.
• 50:13
  And it's not a long letter.
• 50:15
  I'm just gonna, I mean, it's actually just I'm gonna I'm gonna I'm gonna read this little bit of it.
• 50:21
  Um, and it's in reference to uh what they went through.
• 50:28
  And I don't know that we appreciate the grave risk that they took when they signed the declaration of independence.
• 50:36
  Um maybe perhaps because some of the signers, you know, bravely laughed in the face of danger.
• 50:44
  Uh while, you know, writing his bold and now famous signature, John Hancock, the first to sign, reportedly said, there, his majesty can now read my name without glasses, and he can double the reward on my head.
• 50:58
  It's almost as if these guys were just impervious.
• 51:03
  Um, and uh to encourage solidarity, Hancock later told the delegates who were preparing to sign the document on August 2nd that they must all hang together.
• 51:16
  We're all gonna hang together here, meaning we're we're we need to stick together on this.
• 51:21
  We need to be as one.
• 51:23
  Uh, to which Benjamin Franklin uh quipped, we must all hang together, or we most assuredly will hang separately.
• 51:32
  And in this letter that Rush writes to Adams, he um kind of makes note of this.
• 51:40
  He says, Dear old friend, this is how he introduces it.
• 51:44
  The Fourth of July has been celebrated in Philadelphia in the manner I expected.
• 51:49
  The military men, and particularly one of them, ran away with all the glory of the day.
• 51:55
  Scarcely a word was said of the solicitude and labors and fears and sorrows and sleepless nights of the men who projected, proposed, defended, and subscribed the declaration of independence.
• 52:11
  Do you recollect your memorable speech upon the day which the vote was taken?
• 52:17
  That would have been July 2nd.
• 52:20
  Do you recollect the pensive and awful silence which pervaded the house when we were called up one after another to the table of the president of Congress to subscribe what was believed by many at that time to be our own death warrants?
• 52:36
  The silence and the gloom of the morning were interrupted.
• 52:40
  I will recollect only for a moment by Colonel Harrison of Virginia, who said to Mr.
• 52:46
  Jerry at the table, I shall have a great advantage over you, Mr.
• 52:51
  Jerry, when we are all hung for what we are now doing.
• 52:55
  From the size and weight of my body, I shall die in a few minutes.
• 52:59
  But from the lightness of your body, you will dance in the air an hour or two before you're dead.
• 53:06
  The speech procured a transient smile, but it was soon succeeded by the solemnity with which the whole business was conducted.
• 53:16
  They had a moment of humor, but then they all went back to their solemn, the solemn vow that they were making to each other, the the pledging of their lives and their fortunes and their sacred honor.
• 53:29
  And it's true, many of them thought we're signing our death warrants here.
• 53:33
  If we lose, we will all hang, every single last one of us.
• 53:39
  This is it.
• 54:05
  And that specifically it was the job of government to protect those rights.
• 54:10
  Now, there are some who are saying, you know, that the government right now is not protecting their rights and is wanting to destroy education.
• 54:20
  And you know, that's their opinion.
• 54:22
  They're allowed to have their opinion.
• 54:23
  I stand in complete disagreement with it.
• 54:26
  I do not think this department of education and this administration wants to destroy education.
• 54:32
  I think they want to save it.
• 54:35
  And right now, the best way to save public education is to uh completely reshape and restructure it.
• 54:43
  And maybe it is to privatize it.
• 54:46
  Maybe the best way to save public education is to make it private.
• 54:50
  It probably is.
• 54:51
  Best way to save education in this country is for students to flee the public system and become part of a private system.
• 55:03
  Come become part of a homeschool group.
• 55:06
  Come, you know, become part of a classical Christian school.
• 55:11
  That is our only saving grace.
• 55:15
  I can tell you that right now, because this teachers' union right now, they are being led by socialists.
• 55:21
  They are being controlled by socialists, and they are antithetical to American values.
• 55:27
  They're certainly antithetical to patriotism.
• 55:30
  When schools have the opportunity to opt out of just the simple act of saying the pledge, it's just it's just simple.
• 55:38
  It's a simple way to show your patriotism.
• 55:41
  Put your hand over your heart and a stance of respect, and you recite the pledge.
• 55:47
  I don't know what it did.
• 55:49
  What does it take you?
• 55:49
  10 seconds, 15 seconds.
• 55:52
  Uh, but yet there's kids who who don't know the pledge, and who uh are not being given the opportunity to be patriots.
• 56:00
  To be patriots.
• 56:02
  They're not given the opportunity to love the laws of the land.
• 56:02
  They're not given the opportunity to love the laws of the land, and it's it's detrimental.
• 56:07
  And it's it's detrimental.
• 56:09
  I can tell you right now, it, my friends, is detrimental.
• 56:09
  I can tell you right now, it, my friends, is detrimental.
• 56:14
  All right.
• 56:14
  All right.
• 56:15
  I mean, let's just be patriots.
• 56:15
  I mean, let's just be patriots.
• 56:17
  Let's let's love our country.
• 56:17
  Let's let's love our country.
• 56:20
  According to John Hancock, this is how we express our gratitude for the incalculable blessings, the blessings that we do not have the ability to calculate.
• 56:20
  According to John Hancock, this is how we express our gratitude for the incalculable blessings, the blessings that we do not have the ability to calculate.
• 56:29
  How do we express our gratitude?
• 56:32
  Well, we we uh we show our love for our country.
• 56:36
  We are patriots.
• 56:37
  All right, my friends, that's it.
• 56:39
  That's all the time we have for today.
• 56:40
  Thank you for joining me.
• 56:42
  Thank you for being a part of this program.
• 56:44
  Go subscribe to Substack.
• 56:47
  Subscribe to the Dean's list over there.
• 56:48
  And by all means, encourage your friends and family to get on the Dean's List.
• 56:53
  Let's unite to renovate the age.