Monday, August 3, 2026

Facebook Posted Thoughts: When a child says to a parent, "I am so proud of you!"

 I read the most touching note left by the daughter of a good friend. Paraphrasing:

Happy Birthday to the best mom. I am so proud of you for being so strong through our journey.

Why I teared up is because this young lady fought through breast cancer this last year. All the while her mom internalized all that her daughter was going through. To have her daughter use the word “proud” is just an overwhelming compliment. As a parent, we sometimes think we are the weak ones. We can’t love our kids enough. Or we feel ashamed that we are not holding up better. Or that somehow we failed as a parent in all of our imperfections.

Now on the other side what a way for a daughter to reflect in such a beautiful way as to how they clung to each other. How they embraced living through this awful diagnosis. Isn’t that what we want as parents? For our child(ren) to know that we not only walk beside but the love we have is so deep in our core that we would take the diagnosis, the pain, the hurt, the confusion, the negativity, or anything that is all consuming eating away at the well-being of our child(ren).

I know reassurance is valuable. I just want any parent to know you are worthy to be praised. Not out of arrogance or selfishness, but it is the result of all the work you put into your child(ren). The result of that hard work is in the words of my dear friend’s daughter. To tell your kids you are proud of them is one thing, but how many kids have told their parents how proud they are of them. Just such a beautiful connected bond on display!

“Listen, my son, to your father’s instruction and do not forsake your mother’s teaching. They are a garland to grace your head and a chain to adorn your neck” (Proverbs 1: 8-9).

“Grandchildren are the crowning glory of the aged; parents are the pride of their children” (Proverbs 17:6).

What an honor, but this is how I see my dear friend through the eyes of her daughter:

Proverbs 31: 28-31

“Her children arise and call her blessed;
her husband also, and he praises her:
“Many women do noble things,
but you surpass them all.”
Charm is deceptive, and beauty is fleeting;
but a woman who fears the Lord is to be praised.
Honor her for all that her hands have done,
and let her works bring her praise at the city gate.


Prayers for the relationships we have with our family, friends, work, and community. May healing be possible if bruised and broken. May blessings wash over all of you. Prayers over this generation that they are not overcome by the lie they cannot overcome adversity.

dreamsdontfade.com (check out my blog as I have a number of new posts: indoctrination, social justice fallacies-Thomas Sowell wisdom, government, and much more)

This song is perfect. If you haven’t seen “If You Can Only Imagine 2” it is one of those movies where you can see the imperfections of being a parent, but that there is a way to reconnect with your child at any age. The song “Even If” is about and was co-written by Tim Timmons who has cancer. It is a song about keeping faith when a physical healing doesn’t happen. I loved the song before, but it sure does move the heart-strings when you understand the song was written by a man facing the heaviest season of his life.

Side note: MercyMe Bart’s son also has a solo career. He goes by Sam Wesley and he has a great song I will share later, but if you want to look it out it is “Carry On.”

Tim Timmons has such an inspirational song called “Wake Me Up Again.” He puts an X on his wrist to remind himself:

I write an X on my wrist
Every day that I wake
'Cause sometimes I can forget
That I was wonderfully made
So why should I be afraid
When You put breath in my lungs?
So, every moment I get
God is beautiful With every part of me
I will bring my hallelujahs
All my worship to You
Every day You wake me up again
I will go where You are leading
Join in with You, Jesus
Every day You wake me up again

https://www.youtube.com/watch?v=2J1CKnye7hg&list=RDB6fA35Ved-Y&index=2

Education: A New Year More Indoctirnation

 Then we look at how our kids are being educated and we wonder why this is the lost generation. The NDE, AFT, and NGOs 


Points:

NEA & AFT pushing https://rethinkingschools.org/

-”how the American Revolution really was a project of settler colonialism rather than freedom making…we really have to see that so much of the genocidal destruction that’s happened in our world today comes out of a politics that emerged from the American Revolution that dehumanized indigenous people and said that they were less than human and that their land was there for the taking.”


“Rethinking Schools linked the American Revolution to "genocide" in Gaza, called the U.S. Constitution "undemocratic" and portrayed Israel and the U.S. as "settler colonial" projects.”


"Don't Make Students Love America, but Teach Them to Question It!"


American Library Association stated: neutrality in libraries is White Supremacy-promote sexually explicit books under the guise of diversity-grooming is happening in our public school libraries


 -AFT, Randi Weingarten’s teachers union just passed May 1st a “Day of Civic Action” for political protests. They want students to do “training,” “political education,” and “marches and rallies.”

-engage students and families and neighbors in supporting mutual aid efforts, leading civic education, participating in voter registration, know-your-rights, and mass resistance training from beginning to end of the day

-encouraging schools to engage in age appropriate civic learning, marches and rallies, political organize and promote age-appropriate civic education, labor history programming, and know-your-rights trainings in the days surrounding and on May Day to equip educators, students, and families with tools to defend 

-they want to use your kids as political pawns

-at AFT, Hakeem Jeffries asks the teacher’s union “to help take back control of the United States House of Representatives in November.”

-the AFT is a political organization that has nothing to do with education 

-American Library Association: “Neutrality in libraries  is White Supremacy”

-teachers unions consumed by political activism: organizing protests, advancing ideological causes, and turning classrooms into vehicles for social advocacy while millions of children struggle to read at grade level

-AFT supports colleges “Defending Critical Speech and Scholarship” which condones teaching about what it calls “the US/Israeli genocide and scholasticide in Gaza” to children as young as 5 years-old

***Scholasticide is the systematic and deliberate destruction of an educational system, encompassing the killing of teachers and students, the demolition of schools and universities, and the erasure of cultural and intellectual infrastructure. (Palestine Professor coined this phrase2008-2009))

-AFT uses public school classrooms as political platforms

-teachers colleges and ongoing teacher training programs remain hyper-focused on activist frameworks that prioritize creating social justice warriors over producing proficient readers


What’s being lost is the foundational promise of American public education: that schools exist to equip children with the knowledge and skills to think for themselves, not to recruit them into adult political causes. Activists know and bank on the fact that children in public schools are a captive audience. Students and parents alike are unable to choose their teachers or opt out of the lesson. They are young and impressionable, and they deserve better than to be treated as raw material for ideological formation. 


-Kept the Nevada Biblical Standards, but it is difficult to teach the true history of America when you add to every lesson racism, oppressed, oppressor, discrimination, ***social justice is the title of the standards 


Nevada education manipulates language:

social studies standards

The new DEI throughout social studies standards=

-standards start in kindergarten 

-social justice, consciousness, and action

-respectful engagement of divers population 

-democratic principles (America is no longer a Republic)

-grade 3 adds conflicting historical perspectives about migration and immigrations 

-grade 2 contributions that different migrant groups have made to Nevada’s history

-grade 4 analyze how racism and discriminatory practices have led to oppression in Nevada

-grade 4- analyze how diverse individuals & groups in Nevada led movements for social justice in response to discriminatory practices

***nothing positives about America’s history so far 

-grade 5-U.S. history mentioned, American Revolution, early America, Constitution, Bill of Rights; But added

-grade 5-why racial, ethnic, and other groups were oppressed in early American history

-grade 5-how individuals & groups used ideas from foundational documents to create communities of respect, equity, and diversity throughout American history


Grades 6-8 Early World Civilizations:

-included in these standards is Native Cultures of North America 

-analyze the ways in which dominant cultures oppressed conquered peoples or minority groups within early civilizations as well as responses to those groups to the oppressions

-grades 6-8 World Geography & Global Studies 

-discuss the contributions of racially and ethnically diverse leaders to the advancement of communities and nations around the world 

-describe the roles of  political, civil, and economic organizations in shaping people’s lives 

-distinguish and apply the powers and responsibilities of global citizens, interest groups, and the media in a variety of government and nongovernment contexts 


Grades 6-8 U.S. History & Civic Ideals:

-influence of diverse ideologies on politics, society, and culture in early U.S. history

-historical events from a variety of cultural perspectives

-cause and effect of the abolition of slavery in U.S. history

-ways in which dominant cultures have oppressed groups though institutionalized discrimination within


U.S. History:

-reform movements on the struggle for greater civil rights and liberties throughout U.S. history 

-contributions of racially and ethnically diverse leaders

-grade 9 and 10 World History & Geography

-examine occurrences of and reactions to oppression, human rights violations, and genocide

-causes and consequences of the radicalization of individuals and groups

-Identity influences: capitalists vs. laborers, imperialists vs. indigenous groups, positions of power, class, race, ethnicity, and gender

-complex relationships between dominant cultures and minority groups (causes race, ethnicity, gender, nationality, class and/or religion)-reactions and long term effects of oppressions

****apply the successful principles used by groups and nations in order to create communities of respect, equity, and diversity at the school and local level.

-contribution of racially and ethnically diverse leaders (intellectual, cultural, religious, and artistic)

-policies of governance leaves out republic and socialism (feudalism, mercantilism, abolitionism, fascism, communism, and constitutional democracy)


Grade 11-U.S. History:

-factors that shape group and national identity and how the American identity has evolved

***examine how  and why diverse groups have been denied equality and opportunity, both institutionally and informally 

-analyze how resistance movements organized and responded to oppression and infringement of civil liberties, and evaluate the impact of the responses 

-respect, equity, and diversity at the school and local level

contributions of racially and ethnically diverse leaders to the advancement of the U.S.

-explain how American identity is shaped by founding documents, political participation, democratic institutions and interactions among diverse cultures  (no old white founders welcome)


Grade 12 Civics & Economics

-historical foundations and principles of American democracy, democratic principles

-analyze the interpretation of the founding documents have evolved throughout U.S. history

-analyze how local, state, and national governments institutionalized policies that disenfranchised groups throughout U.S. history

-investigate ways in which citizens or associations have used the constitution to influence or take action to fight for civil liberties and social justice 

-investigate ways in which individuals can participate in the process of creating positive changes for their communities by taking informed civic action

-utilize civic action to create communities of respect, equity, and diversity at the school and local level

***high school adds Human Environment Interactions standards

-environmental policies and regulations in response to changing human environment interactions


DEI =drop the D; keep Equity & Inclusion,  building community, social justice, respectful engagement of diverse populations, safe and respectful learning environments and opportunities division, culturally responsive learning, educational equity, cultural competency(teacher training), embracing diversity, etc….



Friday, July 31, 2026

Frederic Bastiat: Government Control vs. the Free Market

 Government control vs. the Free Market 


Frederic Bastiat was a French economist, writer, and politician. He is best known for his classic The Law, his essay, “That Which is Seen, and That Which is Not Seen,” and the broken window fallacy.


His key points:

-his journalistic writings were in favor of free trade and the economics 

-The broken window: an act of destruction does not create new wealth

-Opportunity cost: we must look at hidden costs and unseen results of actions, the “unseen” consequences of government policy

The Law (1850): explains justice, rights, and the misuse of law by government

Economic Sophisms (1845): fights against trade protectionism and high tariffs 

-during the revolutionary war, he campaigned against socialism and communism 


***The Chicago school of economics was founded in the 1930s. At the heart of the Chicago school’s approach is the belief in the value of free markets. The Chicago school asserts that markets without government interference will produce the best outcomes for society (the most-efficient outcomes). 


-consumers are best protected by competition

-allow the market to correct the problem rather than to rely on government intervention, which may cause greater harm to efficience Fre

-challenged: criticized, for example, behavioral economics scholars challenge the assumption that humans are rational self-interest maximizers

-they argue that certain decisions heuristics and biases prevent people from being the ideal decision makers the Chicago school assumes them to be

-they argue that the Chicago school’s goal of efficiency can be achieved only a the cost of justice and equality in society 


Bastiat:

“The State is that great fiction by which everyone tries to live at the expense of everyone else.” 

Once the state becomes the primary mechanism for distributing resources, politics stops being about protecting rights or creating the conditions for voluntary cooperation. It becomes a contest in which every group attempts to extract wealth from others through taxation, subsidies, regulation and welfare.


Farmers demand agricultural subsidies. Pensioners demand higher benefits. Students demand free tuition. Corporations demand bailouts and protection from competition. Each group frames its demands as a matter of justice or necessity, while ignoring that the money must come from someone else’s labour and property.


This creates a deeply corrosive dynamic. Instead of producing value through trade and innovation, people invest time and resources in political activity designed to redistribute existing wealth. The result is not greater prosperity, but higher taxes, expanding bureaucracy and a culture of dependency, victimhood and resentment.


The state transforms society into a zero-sum game. When everyone is encouraged to view government as a source of unearned benefits, the moral and practical foundations of a free society are steadily undermined. The fiction eventually collapses under the weight of its own contradictions. 


The Law by Bastiat made simple:


1. Every person has a natural right to defend their life, liberty, and property. Law is simply that individual right organized collectively – nothing more, nothing less.


2. The moment law goes beyond that — taking from some to give to others — it has stopped being law and become legal plunder.


3. Legal plunder isn’t exceptional. It’s the normal operating mode of most governments most of the time: subsidies, redistribution, bailouts – each one a faction using state force to extract what it couldn’t get by voluntary agreement.

It was all already there in 1850.


4. The test is simple: if the same act performed by a private individual would be called theft, it’s theft when the state does it too. The badge doesn’t change the nature of the act.


5. Two wrong responses to legal plunder: give everyone the right to plunder (socialism), or let the current plunderers keep going (cronyism).

The only legitimate answer is to strip law back to its actual function.


6. Once people see law as a machine for taking rather than protecting, everyone floods politics to control it – because whoever runs the machine can point it at their enemies. This is why Bastiat defined the state as “that great fiction by which everyone tries to live at the expense of everyone else.” Lobbying and corruption aren’t aberrations. They’re the logical conclusion of a law that plunders.


7. The title is the whole argument: Bastiat isn’t describing what the law is. He’s describing what it’s supposed to be – and showing, relentlessly, how far the thing calling itself law has drifted from that. Real law protects. Everything else wearing that name is organized force and theft in disguise. 


What is Seen and What is Not Seen by Bastiat:


1. The stimulus check. You see the family that spends it and feels relief. You don’t see the worker who not only pays, but earns less because capital was consumed rather than invested — or the prices quietly rising for everyone as money was printed to fund the gesture.


2. The green subsidy. You see the solar plant opening, the ribbon cut, the jobs announced. You don’t see the factory that wasn’t built because that capital was redirected by decree, the cheaper energy that never existed, the industry that moved elsewhere.


3. The minimum wage hike. You see the worker whose wage goes up. You don’t see the worker who wasn’t hired, the hours that were quietly cut, the restaurant that installed a kiosk instead of a teenager.


4. Rent control. You see the tenant who pays less this year. You don’t see the apartments never built, the ones left to decay, the city that slowly stops housing anyone who didn’t get lucky with timing.


5. The bailout. You see the bank, the carmaker, the jobs saved. You don’t see the competitor who ran his business prudently and is now funding his reckless rival’s survival, the moral hazard quietly purchased for next time.


6. The tariff. You see the steel mill that stays open, the union that applauds, the politician taking credit. You don’t see the ten industries that pay more for steel, pass costs to consumers, and slowly lose ground to foreign competitors who don’t carry the surcharge.


7. The government job. You see the bureaucrat employed, the office opened, the program announced. You don’t see the private job that doesn’t exist because the tax that funded the bureaucrat was the investment that wasn’t made. The seen job has a face and a salary. The unseen one was never born, so it has no one to mourn it.


Bastiat’s point, sharp as ever: the bad economist is not stupid – his picture is just incomplete. He counts what is visible and stops there. The good economist counts both sides of the ledger. The politician, by contrast, has every incentive to count only the first and campaign on it… 

1. Every person has a natural right to defend their life, liberty, and property. Law is simply that individual right organized collectively – nothing more, nothing less.


2. The moment law goes beyond that — taking from some to give to others — it has stopped being law and become legal plunder.


3. Legal plunder isn’t exceptional. It’s the normal operating mode of most governments most of the time: subsidies, redistribution, bailouts – each one a faction using state force to extract what it couldn’t get by voluntary agreement.

It was all already there in 1850.


4. The test is simple: if the same act performed by a private individual would be called theft, it’s theft when the state does it too. The badge doesn’t change the nature of the act.


5. Two wrong responses to legal plunder: give everyone the right to plunder (socialism), or let the current plunderers keep going (cronyism).

The only legitimate answer is to strip law back to its actual function.


6. Once people see law as a machine for taking rather than protecting, everyone floods politics to control it – because whoever runs the machine can point it at their enemies. This is why Bastiat defined the state as “that great fiction by which everyone tries to live at the expense of everyone else.” Lobbying and corruption aren’t aberrations. They’re the logical conclusion of a law that plunders.


7. The title is the whole argument: Bastiat isn’t describing what the law is. He’s describing what it’s supposed to be – and showing, relentlessly, how far the thing calling itself law has drifted from that. 


***Real law protects. Everything else wearing that name is organized force and theft in disguise.