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What They've Thought
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What They Thought January 23, 2005 R.A.
Hawkins Click here for columnist bios |
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R.A.
Hawkins Well here we go. We have another election coming up that will be claimed to be illegitimate. The liberals have gotten that phrase down pat. The Sunnis are having their votes repressed by the terrorists in an attempt to create tension, division and ultimately civil war. There are quite a few of the Sunnis who don’t want to vote anyway because they are certain the vote will be rigged. This is a classic example of what defeatists can create in their own world. They are carefully stacking the cards and decks against themselves because they are addicted to victim status. The sad part is that they don’t realize that intelligent people won’t have any sympathy for them if they intentionally don’t vote. It doesn’t make the election invalid if a group of people decides not to vote. By not making a choice one is making a choice. It is the same in America. There are a large number of people here that don’t bother to vote. I usually ask someone who they voted for in the last election when I hear them complaining. If I get an answer like "I decided not to vote because I didn’t like the candidates," I tell them that I don’t care what their opinion is if they didn’t even bother to vote. I think that I’m going change my approach regarding that, however. Clinton got into office twice and Kerry did do a lot better than he should, so I will be changing my approach regarding the conscientious vote objectors. I will congratulate them for their moral courage and thank them for helping to make this a great nation. I’ll be more than happy to see them not vote. They are obviously not all there. The terrorists are doing one thing very nice for President Bush, and they should be congratulated for it. Bush has the view that this war is also a war within Islam. The terrorists' acts are proving it better than anything we could ever say or do. For months now they have been targeting the Iraqis who are trying to rebuild the country and who are working as relief workers or who are actually entering the police or Iraqi military. The Iraqis are entering these services so they can have their country back and so we can leave. The terrorists killing the Iraqis are from Iran, Syria and Saudi Arabia just to name a few, and they are trying to ensure that we can’t leave unless it is in defeat. One of their goals is to cause a civil war by creating a government that is tilted away from the Sunnis. It is a given that the Shiites are going to be the ruling class there. But with the Sunni vote being suppressed by the terrorists, they will ultimately have no representation there at all. I know this is not a very polite thing to say regarding the terrorists but I don’t care and I’ll say it anyway: I hope that on Election Day when they try their usual games that they get their clocks cleaned. I hope their bodies are stacked like cordwood at the end of the day. I also suggest a rather unusual burial that should not take place anywhere in the Mid-East because it would upset the locals. The terrorists should be taken to some island someplace and buried upside down with their heads facing toward their destination. I also suggest installing a ham bone in each and every one of them. I’ll leave it to your imagination as to where that ham bone should be placed. This is something that Al-Jazeera would probably like to broadcast so don’t forget to invite them. I also think that it is time to begin handling the members of the media as what they really are. If we get to see a bunch of video of the terrorists preparing to attack the voters, there should be an investigation and the source of the video should be determined. Those who are guilty of consorting with the enemy should be buried with the enemy. Maybe they could be buried in such a manner that their heads can be used as replacements for the ham bones. I mean really, they’re pigs too, aren’t they? Speaking of pigs, I noticed the price of gas is going up again as we near the election. May those speculating against us be eaten alive by their poor judgment and their own investment portfolios! In closing, those who choose not to vote are making a choice by refusing to vote. Those who intentionally suppress the vote should be shot, or at least the same methods should be used against them that they are using against those they are trying to suppress. By the way, folks spare me the emails about the suppressed vote in Ohio and the illegitimacy of the last election (unless you want to recount Wisconsin, too). I still remember the presidential election before that, and the number of illegal immigrants in California who were sent voter registration cards. I think it was something like about ten thousand of them. I also remember that you wanted to continue to recount in Florida until you reinterpreted your way into the Oval Office. R.A. Hawkins Web Site Contact Back to Top |
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As we step forward into a New Year, the majority of educators and administrators within leading countries are resolved to learn from their past mistakes and try to move forward for the betterment of the students. Let us look where we have been and where we, as a society concerned for our youth's education, want to go. In the United States, we have tried to implement the "No Child Left Behind" Act, and its components have been viewed both positively and negatively. Most Republicans and Democrats alike agree that there should not ever be children left behind. We recognize all are created equal and many opportunities need to be offered so one can obtain a complete education. However, as with any government-run idea, good intentions too often veer from reality. The discussion of "No Child Left Behind" is not a part of this article; that debate stands all on its own. The point here is the premise of fair and equal opportunities for all children. This attitude is the prevailing force behind not only the United States educational system, but for all developed countries as well. Hear Lies an Educator, Overworked and Underpaid We find within the walls of fair and equal, though, a deluge of several frustrations and problems. Many of our educators are overwhelmed, underpaid, overworked, and have become nothing more than "glorified social workers." The demands on our teachers' time, bank accounts, and mental and physical well being not only has the United States claiming it has teacher shortages, but shortages among all the leading developed countries as well. It isn't that there aren't those dreamy-eyed students going to college to become the next "Dead Poets Society" teacher; it is those tenacious dreamy-eyed college-bound students who become teachers and, after five years of getting kicked in the groin, decide it isn't worth it. The teachers who are leaving the field in large numbers are not saying the students are not worth it. What they are saying is that it is impossible to meet the demands of our educational system, the parents of their students, our government, and our society. Who in their right mind would work 24/7/365 for mere crumbs when all they have to do is take their same degree, brush up on it with a few college courses, and have Intel lure them away with a 9 to 5 job? How enticing to have weekends off, and live above the poverty line with an excellent benefits package! Would not the possibility of job promotions, pats on the back and the chance to have a life outside of a job be tempting to anyone? With more than a quarter of a million teachers leaving teaching every year, are we not undermining the quality of education our children deserve? There is not a shortage of teachers coming into the profession, but there is an epidemic of them leaving. Could this possibly lead to deflating the teaching quality? The shortage has developed countries now looking to recruit teachers from overseas. Any teacher, school parent volunteer, or administrator understands the impossible is being required of our teachers. We give honor, money, and time too often to the wrong institutions. Can you imagine asking our entertainment industry to work under the conditions we are asking those who are helping mold the next generation's intelligence and views? More teachers will leave within the 3-5 year margin because reality has it—in the case of being a teacher—the grass is definitely greener on the other side. Testing, testing. "Many tests appear to be more about responding to public pressure than about providing timely, relevant and meaningful information" Nola Hambelton, International Confederation of Principals (BBC News 02/03) To advance in our societies, we have decided to begin testing to see where students in the leading nations are standing academically. We need a guide, a rule of thumb, to understand where we have come from and where we are going with our educational system. The problem with our design is we are becoming testing paranoid. That's easy enough to do with all the stress educators handle daily! "Teaching to the test" has almost become an obsession with schools across the board. Education is more than curriculum-driven testing. Having teachers coaching their students "to the test" is not a gauge for anything. In fact, it is harmful. If all we are doing is teaching the children what we want them to say, or which black dot to fill in with a number two pencil, how have they retained anything to help them with their lives? When we compare testing scores within one city, and marks are tallied against other schools within that town or city—without any room for all the variables—we are failing once again in another facet of our educational system. A measue of performance to make sure the basics are being learned and digested is necessary. However, is responding to lobbyist groups really providing relevant and meaningful information to parents, students, and teachers? How we have implemented this plan is neither helpful nor beneficial to anyone. Are we going to continue to keep throwing one band-aid on top of another to stop the problems within our educational system? "No Child Left Behind" has some great components, but until we take care of all the other problems within our educational system, and until parents begin to become a part of their child's educational needs and overall well being, testing will be nothing more than the frustrated joke it has become. Most educators are not opposed to testing. What concerns them is the misuse and misinterpretation of the imbalanced form of testing. Can Learning Our History Help Us? The past is there for us to learn from. Could it be possible that many of society's problems that have seeped into our educational system over the last twenty or more years are due in large part to the lack of understanding and knowing where we come from? We have a generation of parents who did not receive the best educational opportunities becoming parents of the next generation who attend public schools with barbed wire fences, metal detectors, and security guards. If we are not giving our children anything substantial to identify with of who they are, where they come from, and what we stand for, could we be creating our own chaos? Without lessons from our ancestors and the generations of history that make us who we are, have we robbed ourselves of grounding? What do we have to compare what we are living now with if we do not take the opportunity to learn from our past? Our history may not have all the answers, but our past is there for our reference. It helps us develop our dreams, desires, needs, and wants. When we cannot state with confidence the year of the war of 1812, what took place and the outcome of the battle, then we end up with idiot comments that all the United States was doing was trying to do was overtake Canada during that two-year war when in fact it was Great Britain the United States (on June 12, 1812) declared war on. The United States declared the war because of long disputes with Great Britain and the impressments of American soldiers. In addition, disputes continued with Great Britain over the Northwest Territories and the border with Canada. Finally, the attempts of Great Britain to impose a blockade on France during the Napoleonic Wars were a constant source of conflict with the United States. How many of us know the difference between the American Revolution and the Civil War? What was the Battle of the Bulge? Why did the decision to enter into war against Japan bring us into WW II? How did certain political environments bring about Vietnam? Desert Storm? Our current war against terrorism? Who was it that Hitler wanted annihilated from the face of the earth and why? If we don't study and learn why certain events took place in our history, we will continue to repeat the rising powers that take advantage of strained economics and promote hatred, murder and obliteration of any tolerance for all humankind various views, cultural and religious beliefs. Is the lack of knowledge by our students of slavery, hatred of the Jews, and the abhorrence of radical Islamic followers to behead anyone they deem unfit to live why we had incidents such as the Oklahoma City Bombing? Columbine? The Menendez Brothers? We must ask ourselves these tough questions; our children are depending upon us. The future generations to come who will run our nations are teetering dangerously close to the edge of oblivion. Is it the lack of knowledge that leads to our educators' stress levels of playing teacher, social worker, parent, doctor, coach, mom, dad, provider, etc. in turn causing them to leave their positions after only 3-5 years? We must address the indifferences we have displayed for far too long. If we desire teachers to teach, then we as parents and society must take our responsibilities seriously and let our teachers get on with teaching. With the importance of history in place, our children can form a sense of strong identity. Identity brings about a strong sense of community and caring for others. Children need to understand when things happened and why they matter to the lives they lead today, along with the events that our shaping our world today. Basic knowledge and learning timeline dates helps us to understand the impact on our world today. The value of integrating history into many facets of our education presentation would be priceless to the betterment of all humankind. History does not have to be just a part of social studies; it needs intertwining with math, writing, reading, art, and music. History gives a sense of belonging to the bigger picture. It helps direct our footsteps around incidents that were catastrophic. It is the nurturing tool that feeds humankind to care, grow, and learn. As we step forward and reflect back, let us carry with us the valuable lessons needed to save our developing countries' educators, students, and our ability to help others become a part of moving forward in their evolution towards a stable, well-working country of their own. We need to value our teachers, pay them their worth, and ease up on the responsibilities that are not theirs to carry. Parents need to become parents and stop handing their children over to become wards of the state. We need to implement a gauge of sorts to make sure our children are not only learning, but more importantly, they are retaining the education given them to help them with their future vocations. Teaching our children only to a test that has not been established within a framework of apples to apples will only continue to leave our children behind. It is imperative that we give our children a sense of self through teaching history. When a person has a strong sense of whom they are, where they are going and what they can do singularly and collectively you raise a society to the standards of continuity and peace. Lastly, if we fail to learn from our past prior to our push to move forward, it will not work. People will just continue to become more selfish, and lack ambition and motivation to better themselves, their homes, their schools, their communities, their cities, their nation, and their world. Should we dwell on our past? No, but we need to study it, appreciate it, and learn from it. Moving forward to a better and brighter tomorrow is within our abilities to fulfill. Will we do it? Kerry L. Marsala Web Site Contact Back to Top |
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In
his syndicated
column last week, Armstrong Williams wrote: “In 2003, I agreed
to run a paid ad on my syndicated television show, promoting the Department
of Education’s No Child Left Behind Act. I subsequently used my
column space to support that legislation. This represents an obvious
conflict of interests… People need to know that my column is uncorrupted
by any outside influences. I would like to take this opportunity to
apologize for my bad judgment.”
Mr. Williams has since been accused of being “on the White House dole.” Well, in my own column this week, I will offer no such apologies. I spent the first three years of my writing career merrily hacking away at any and all things un-Republican. I was told by a number of readers during that time that I was “getting G.O.P. talking points.” I wasn’t really sure what they were talking about. Believe me, I don’t “get” G.O.P. talking points any more than you do. But it’s true that, once upon a time, I had aspirations of becoming the next Rush Limbaugh. And if not Rush Limbaugh, then, God willing, David Limbaugh. And if not David Limbaugh, at least a “Davey & Goliath” fan. A guy’s gotta start somewhere. About a year ago, however, I decided to become the first Jonathan David Morris instead. This was partly due to my waning support for the Second Gulf War, and partly due to the fact that I like to be different and being conservative was becoming too “cool.” If you add both parts together, I suppose my reason was this: I realized I was a libertarian. That’s nicepeoplespeak for a “guy who doesn’t like government.” I simply despise political parties now. I’m a dog without a home. I guess you can say I’ve followed my conscience. However, I wouldn’t’ve done this if someone had told me I could get paid. This changes everything. Dear White House, if you’re listening, let me be frank with you. With Mr. Williams out of the picture, I would just love to take his place on your dole. I don’t even know what your dole is, exactly. It was my understanding that your dole lost in ‘96 and went on to film ads for four hour erections. But whatever. I don’t even care if it hurts to be on your dole. Pay me, and I’ll get on it. This column is all yours. I didn’t like writing it anyway. I am confident I’m the man for Mr. Williams’s job. Don’t like the Fourth Amendment? Not a problem. Neither do I. Here, look through my stuff. Iraq war going poorly? What war? There’s a war? I guess I missed it. Hey, everyone, “Friends” is on. See? White House, I can assure you, as propagandist-in-chief, your words will be the only words coming out of my mouth. You have my word on this. In fact, I don’t even have a mouth anymore. My mouth is your mouth. So you have your own word that your words will be the only words coming out of my mouth. I mean, your mouth. And who can you trust more than your own mouth? Here are a few reasons why I feel I qualify for this role: 1. Experience. I am well versed in the English language, having spoken it all of my life. This means I’m one-up on your non-English-speaking propagandist applicants, who, by their non-English-speaking nature, have not spoken English all of their lives. What this has to do with being a propagandist is up for interpretation. However, I have now used the term “non-English-speaking” three—make that four—times in a single paragraph, and the paragraph’s not even over yet. I believe one of the keys to successful propaganda is repeating a lie until it becomes true. Furthermore, I believe one of the keys to successful propaganda is repeating a lie until it becomes true. I’m not lying. I really do believe this. And I’m not surprised to see that your non-English-speaking applicants are silent and not speaking English on this issue. They are at war with the English language. Anyone who disagrees is a communist. 2. Wisdom. Half of the things I say make no sense whatsoever. I will fit right in. 3. Courage. On Election Day, I offered my readers an admittedly tortured explanation as to why I was voting for George W. Bush (i.e., I was voting for George W. Bush over John F’n Kerry). When I got to the polls, however, I felt compelled to vote for Michael Badnarik instead. This demonstrates my unique ability to say one thing and do another. It also shows I am able to withhold important information until its release is vital and/or convenient. Plus, I said “tortured.” And people love torture. Not interested, Republicans? That’s okay. I’m an empty vessel. I’d be more than happy to get on the Democrats’ dole, too. (And, by this, I of course mean the George Carlin definition of “more than happy”—i.e., insane.) I believe what Armstrong Williams did was dead wrong, and as a Democratic propagandist I will say so repeatedly in my columns, while never once mentioning how John Kerry slipped Dan Rather a dole under the table during a secret late-night rendezvous at a Memphis diner last spring. Because it never happened. And any suggestion to the contrary is both ludicrous as well as unhelpful to our cause. What’s a diner anyway? And where the hell is Memphis? Go Environment! (Incidentally, I’m afraid Kerry’s beyond propaganda. We need a whole new approach. I’ll tell you right now why he lost the election. Two words. Merchandising. I’m talking the works here. John Kerry: The T-Shirt. John Kerry: The Coloring Book. John Kerry: The Lunch Box. And last but not least, John Kerry: The Clinton. I’m telling you it’ll sell like hotcakes, folks. Like hotcakes.) I am very serious
about this offer. All thousand-or-more words of my weekly column are
up for sale. I am ready, willing, and able to deal in polemics on behalf
of the highest bidder. I am not so naïve as to think my opinions actually
count for something in this country. But my opinions aren’t so
strong anyways. So forget ‘em. Let me walk your dog. Jonathan David Morris Web Site Contact Back to Top |
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Casey Lartigue, in Semantics and School Choice, says that "there is no such thing as a 'voucher school.'" This would be correct because an education/school voucher is a tax funded certificate given to parents to pay for the education of their children at any private or public school that accept students with vouchers. There are inherent problems associated with the meaning of voucher which can be gleaned just from the juxtaposition of the words tax-funded and private. Obviously, taxes imply government money, and private means independently run. In public education and in private education, the two ideas cannot be reconciled. There are plenty of arguments for and against supporting vouchers. But when all the facts are closely scrutinized, the best way to assure a wide variety of unlimited options rather than “controlled choice” in education is to leave the government out of it. Vouchers, by their very nature, invite government regulation and the implementation of their agendas, which serves to stifle the singular nature and overall appeal of a private institution. In Reasons Home Schoolers Should Avoid Government Vouchers, the legal staff of the National Center for Home Education came up with some very valid reasons to discourage the widespread usage of vouchers. If vouchers are taken to the next level and extended to all students and not just a finite amount of low income attendees of dysfunctional schools, it would necessitate raising taxes to provide for the millions of school aged children who already benefit from independent schooling. Edd Doerr, Executive Director of Americans for Religious Liberty, predicts that vouchers would cost Americans 33 billion dollars annually in increased taxes. As it currently
stands, parents who have chosen to send their children to independent
institutions are paying tuition twice—once through taxes and once
to cover the costs of an alternative education. With vouchers, these
same parents could conceivably end up paying more. The private institution
they’ve chosen may decide to maintain its independence and not
accept vouchers with their inherent strings; obligations to comply with
government mandates. Enrollment in these instances may decrease because
families may pursue alternative education at voucher accepting institutions.
Tuition may increase for remaining students due to declining enrollment.
In the Pew Forum’s School Vouchers Settled Questions, Continuing Disputes (pdf file), it is pointed out that there are likely to be a number of legal challenges to vouchers based on state constitutions, which argue against the inclusion of religious schools in voucher programs. Some state constitutional provisions say that government funds may not be used for any private school. Some provisions are more specific and exclude aid only to secular religious schools. At any rate, it’s clear that this is a point of contention that won’t be going away anytime soon. Many would agree that the public school system is in trouble due to the schools being “over centralized, bureaucratic behemoths”, an apt description penned by David Boaz and R. Morris Barrett in What Would A School Voucher Buy? The Real Cost Of Private Schools: Why the Schools Don't Work. Proof of their assessment lays in the fact that in 1987 there were 3,300 employees in the central and district offices of the Chicago public school system yet only 36 administrators overseeing the Catholic Archdiocese of Chicago schools. There are many more such examples. Special interest groups, such as the NEA dominate the public school system, and district schools no longer responsive to the specific interests of the communities in which they exist. Even former AFT President Al Shanker agreed that“there are few incentives for innovation and productivity.” But how can more parents afford alternative means to an education? Parents should be able to have Universal Tuition Tax Credit to be used against their property or income taxes, deducting a portion of the cost of an independent education. By allowing parents this means, no public funding is diverted from the public school system nor will private schools become beholden to public school administration or ideas. Government schools would be forced to compete for students, bringing innovation and efficiency. There would be free market competition in education, and schools would arise to meet new demands. Schools, and the teachers employed in them, would have financial incentive to meet the demands of excellence. They could charge and benefit from compensation befitting a school of high caliber. No poor teacher would survive in a market situation that expects them to carry their weight. School Vouchers and Universal Tuition Tax Credits are both intended to make alternative education more accessible for those who lack the financial means to take advantage of it. But vouchers invite government involvement which, by its very nature, controls choice. However, tax credits are not publicly funded. This money has never seen government hands. In addition, they are available to anyone who might benefit. Scholarships can be set up so that individuals and corporations can donate to those who don’t pay property taxes or whose income tax is negligible. We wouldn’t want the government telling us which stores to shop, or what foods to buy. Why do we allow the government to decide what schools we will attend and what bill of goods they will be selling? Nancy Salvato Web Site Contact Back to Top |
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"Perhaps America will one day go fascist democratically, by popular vote." William L. Shirer If you want to known how life functions in New York State, just follow the money. For the common man, it’s business as usual. The Big Apple has worms and Upstate folks are supposed to grow another crop of insect-free fruit. Another broken record best chronicled in the style of the New York Daily News: "It is painful, but it's the right thing to do," Mayor Bloomberg said in Albany, flanked by state Senate Majority Leader Joe Bruno (R-Rensselaer) and Assembly Speaker Sheldon Silver (D-Manhattan). Yes, it is painful to watch the pantomime that passes for legislation and sound government. A $93 billion state budget was given final approval by the Legislature on Friday over the objections of Gov. George E. Pataki, and after a tumultuous week that has left the Republican Party in tatters from a battle that party insiders say is worsening. Of course, the record deficit is a result of the drain from the Baghdad on the Hudson. Reported in the New York Times: “Taken together, the state budget and the city aid package would cause the sales tax to rise one-quarter of a percentage point outside New York City and three-eighths of a point inside the city. Statewide, income taxes would rise to 7.5 percent from 6.85 percent on taxable earnings above $100,000 for single people or above $150,000 for married couples. City residents would pay a small added surcharge above that, yet to be decided. There would be no tax on commuters, even though the mayor had sought one.” Left out by the paper of record are those nasty little details. No wonder the man on the street turns to the tabloid newsprint for the real scoop:
Governor Pataki has vowed to either veto the entire budget or use the line-item veto to strike what he considers objectionable spending. Pataki is hoping public opinion will force lawmakers to reconsider, a tactic legislators insist is backfiring. They say they've been hearing only from grateful constituents who support the extra funding for schools and health care programs. Now that’s the account that you are supposed to believe. Having been on the staff of a New York Senator over thirty years ago, this process has changed little. Only the public restraint of the current governor is a novelty, and a stark contrast from the conduct of his predator predecessor, Mario Cuomo. Those in the know understand that NYS budgets are assembled, refined and featherbedded under the strong hands of the Senate Majority Leader and the Assembly Speaker. Their budgets always benefit the great metropolis, and cost the rest of the state dearly. The reason is simple and never varies. The basis of the top down political hierarchy rests upon the patronage system that goes back to Tammany Hall. Boss Tweed is alive, well and in place in every community and in each district. The Civil Service Employees Association, better known as the CSEA, is a state of mind that permeates every inch of the electorate. Benefits and cost of living raises are sacred in the scheme of state budgets. The size and growth of government on all levels is the only empire left to build. Citizens are taxpayers, but those who derive their stipend for “public service” have voted into office politicians who are hostile to wealth creation. Teachers may pay taxes, but are immune to salary cuts. Common sense demands that business retractions and recessions require sacrifice by ALL residents. But not in New York State. 911 is the newest excuse for further reparations. At the core of political reality in New York State is the fact that industry and commerce continually shrinks, as dependency upon the public sector to sustain the economy expands. The last kernel of private enterprise must be tapped to feed the constituent of the communal community. Tax relief is but an apparition in unfounded hope. Political careers are made and retained by lip service promises to the people, while poetic taxation schemes are sanctioned as "good government." This sad tale is all too true, but most taxpayers are unwilling to confront the cold hard facts that they are captive to a system where true relief is impossible. Voting with one’s feet is rapidly becoming a non-option, since this adaptation in sensible governance is the prime export to every corner of the realm. New York State residents are not fools, but they are slaves. It’s even worse in California, with their even higher unconscionable budget deficit. As long as government services are allowed to expand and central planning remains as the method of official occupation, enterprising businesses will continue to evaporate and meaningful commerce will decline to levels where only debt and pension obligations remain. Why is this reality so difficult for people to understand? With each decade, the taxes escalate and opportunity lessens. Being a “ward of the state” is the modern day prerequisite for voting eligibility. Personal experience distinctly concludes that voting out the rascals, when the ballots are cast by those who vote themselves incessant benefits and infinite security, is impossible. Those who reject the public welfare culture, are left with a sham of suffrage, as they suffer the burden and indignity of civil servants, servicing primarily themselves. The news reports project that a Pataki veto will be overturned by the NYS legislature. So much for representative democracy. If a billionaire like Bloomberg wants to adopt public employees, let him put them in his will. No doubt the deal that New York State gets is painful, but it surely isn’t the right thing to do! As long as New York City runs political roughshod, the future remains bleak. Rational and sensible public policy is one that scales back government programs, mandates and services. Only with the encouragement and the return of the tangible empire builders—along with the retirement of the parasites, the regulators and the engineers of nanny state—will prosperity return. The likelihood of that happening is about as probable as every politician resigning at once and every public employee forgoing their pension. Folks, society has gone stark raving mad. Just look to your neighbor or family members. They sustain this lunacy with every election cycle. Gotham City is Gothic Utopia. You voted for it, and now you will live under its horror.
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