Dear Grumpy Advice on Teaching in Today's Classroom War

A neat map of the Korean War 1950-53

Dear Grumpy Advice on Teaching in Today's Classroom

Somewhat useless knowledge


In the old west a .45 cartridge for a six-gun cost 12 cents and so did a glass of whiskey. If a cowhand was low on cash he would often give the bartender a cartridge in exchange for a drink. This became known as a “shot” of whiskey.‘

American fighter planes in WW2 had machine guns that were fed by a belt of cartridges. The average plane held belts that were 27 feet (9 yards) long. If the pilot used up all his ammo he was said to have given it the whole nine yards.‘

This is synonymous with dying. During WW1 soldiers were given life insurance policies worth $5,000. This was about the price of an average farm so if you died you “bought the farm” for your survivors.

This came about from the iron-clad ships of the Civil War. It meant something so strong it could not be broken.

Most men in the early west carried a jackknife made by the Buck Knife company.  When playing poker it was common to place one of these Buck knives in front of the dealer so that everyone knew who he was. When it was time for a new dealer the deck of cards and the knife were given to the new dealer. If this person didn’t want to deal he would “pass the buck” to the next player. If that player accepted then “the buck stopped there”.

The Mississippi River was the main way of traveling from north to south. Riverboats carried passengers and freight but they were expensive so most people used rafts. Everything had the right of way over rafts which were considered cheap. The steering oar on the rafts was called a “riff” and this transposed into riff-raft – or riff-raff, meaning low class.

The Old English word for “spider” was “cob”.

Traveling by steamboat was considered the height of comfort. Passenger cabins on the boats were not numbered. Instead they were named after states. To this day cabins on ships are called staterooms.

Early beds were made with a wooden frame. Ropes were tied across the frame in a criss-cross pattern. A straw mattress was then put on top of the ropes. Over time the ropes stretched, causing the bed to sag. The owner would then tighten the ropes to get a better night’s sleep.

These were floating theaters built on a barge that was pushed by a steamboat. These played the small towns along the Mississippi River. Unlike the boat shown in the movie “Showboat” these did not have an engine. They were gaudy and attention- grabbing which is why we say someone who is being the life of the party is “showboating”.

In the days before CPR a drowning victim would be placed face down over a barrel and the barrel would be rolled back and forth in a effort to empty the lungs of water. It was rarely effective. If you are over a barrel you are in deep trouble.

Heavy freight was moved along the Mississippi in large barges pushed by steamboats. These were hard to control and would sometimes swing into piers or other boats. People would say they “barged in”.

Steamboats carried both people and animals. Since pigs smelled so bad they would be washed before being put on board. The mud and other filth that was washed off was considered useless “hog wash”.

The word “curfew” comes from the French phrase “couvre-feu”, which means “cover the fire”. It was used to describe the time of blowing out all lamps and candles before sleeping for the night. It was later adopted into Middle English as “curfeu”, which later became the modern “curfew”. In the early American colonies homes had no real fireplaces so a fire was built in the center of the room. In order to make sure a fire did not get out of control during the night it was required that, by an agreed upon time, all fires would be covered with a clay pot called-a “curfew”.

When the first oil wells were drilled they had made no provision for storing the liquid, so they used water barrels. That is why, to this day, we speak of barrels of oil, rather than gallons.

As the paper goes through the rotary printing press, friction causes it to heat up.   …therefore, if you grab the paper right off the press, it’s hot. The expression means to get immediate information.

Dear Grumpy Advice on Teaching in Today's Classroom N.S.F.W. Well I thought it was neat!

My Eyes are up here!! Uh Huh N.S.F.W.

Orsi Kocsis - breasts

Cops Darwin would of approved of this! Dear Grumpy Advice on Teaching in Today's Classroom

Confessions of a Public Defender

Confessions of a Public Defender

Michael Smith, American Renaissance, May 9, 2014

Still liberal after all these years.
[Editor’s Note: This is just one of thirteen essays in our newly-released collection of first-hand reports about the reality of race, Face to Face with Race.]
I am a public defender in a large southern metropolitan area. Fewer than ten percent of the people in the area I serve are black but over 90 percent of my clients are black. The remaining ten percent are mainly Hispanics but there are a few whites.
I have no explanation for why this is, but crime has racial patterns. Hispanics usually commit two kinds of crime: sexual assault on children and driving under the influence. Blacks commit many violent crimes but very few sex crimes. The handful of whites I see commit all kinds of crimes. In my many years as a public defender I have represented only three Asians, and one was half black.
As a young lawyer, I believed the official story that blacks are law abiding, intelligent, family-oriented people, but are so poor they must turn to crime to survive. Actual black behavior was a shock to me.
The media invariably sugarcoat black behavior. Even the news reports of the very crimes I dealt with in court were slanted. Television news intentionally leaves out unflattering facts about the accused, and sometimes omits names that are obviously black. All this rocked my liberal, tolerant beliefs, but it took me years to set aside my illusions and accept the reality of what I see every day. I have now served thousands of blacks and their families, protecting their rights and defending them in court. What follow are my observations.
Although blacks are only a small percentage of our community, the courthouse is filled with them: the halls and gallery benches are overflowing with black defendants, families, and crime victims. Most whites with business in court arrive quietly, dress appropriately, and keep their heads down. They get in and get out–if they can–as fast as they can. For blacks, the courthouse is like a carnival. They all seem to know each other: hundreds and hundreds each day, gossiping, laughing loudly, waving, and crowding the halls.
When I am appointed to represent a client I introduce myself and explain that I am his lawyer. I explain the court process and my role in it, and I ask the client some basic questions about himself. At this stage, I can tell with great accuracy how people will react. Hispanics are extremely polite and deferential. An Hispanic will never call me by my first name and will answer my questions directly and with appropriate respect for my position. Whites are similarly respectful.
A black man will never call me Mr. Smith; I am always “Mike.” It is not unusual for a 19-year-old black to refer to me as “dog.” A black may mumble complaints about everything I say, and roll his eyes when I politely interrupt so I can continue with my explanation. Also, everything I say to blacks must be at about the third-grade level. If I slip and use adult language, they get angry because they think I am flaunting my superiority.
At the early stages of a case, I explain the process to my clients. I often do not yet have the information in the police reports. Blacks are unable to understand that I do not yet have answers to all of their questions, but that I will by a certain date. They live in the here and the now and are unable to wait for anything. Usually, by the second meeting with the client I have most of the police reports and understand their case.
Unlike people of other races, blacks never see their lawyer as someone who is there to help them. I am a part of the system against which they are waging war. They often explode with anger at me and are quick to blame me for anything that goes wrong in their case.
Black men often try to trip me up and challenge my knowledge of the law or the facts of the case. I appreciate sincere questions about the elements of the offense or the sentencing guidelines, but blacks ask questions to test me. Unfortunately, they are almost always wrong in their reading, or understanding, of the law, and this can cause friction. I may repeatedly explain the law, and provide copies of the statute showing, for example, why my client must serve six years if convicted, but he continues to believe that a hand-written note from his “cellie” is controlling law.
The risks of trial
The Constitution allows a defendant to make three crucial decisions in his case. He decides whether to plea guilty or not guilty. He decides whether to have a bench trial or a jury trial. He decides whether he will testify or whether he will remain silent. A client who insists on testifying is almost always making a terrible mistake, but I cannot stop him.
Most blacks are unable to speak English well. They cannot conjugate verbs. They have a poor grasp of verb tenses. They have a limited vocabulary. They cannot speak without swearing. They often become hostile on the stand. Many, when they testify, show a complete lack of empathy and are unable to conceal a morality based on the satisfaction of immediate, base needs. This is a disaster, especially in a jury trial. Most jurors are white, and are appalled by the demeanor of uneducated, criminal blacks.
Prosecutors are delighted when a black defendant takes the stand. It is like shooting fish in a barrel. However, the defense usually gets to cross-examine the black victim, who is likely to make just as bad an impression on the stand as the defendant. This is an invaluable gift to the defense, because jurors may not convict a defendant—even if they think he is guilty—if they dislike the victim even more than they dislike the defendant.
Most criminal cases do not go to trial. Often the evidence against the accused is overwhelming, and the chances of conviction are high. The defendant is better off with a plea bargain: pleading guilty to a lesser charge and getting a lighter sentence.
The decision to plea to a lesser charge turns on the strength of the evidence. When blacks ask the ultimate question—”Will we win at trial?”—I tell them I cannot know, but I then describe the strengths and weaknesses of our case. The weaknesses are usually obvious: There are five eyewitnesses against you. Or, you made a confession to both the detective and your grandmother. They found you in possession of a pink cell phone with a case that has rhinestones spelling the name of the victim of the robbery. There is a video of the murderer wearing the same shirt you were wearing when you were arrested, which has the words “In Da Houz” on the back, not to mention you have the same “RIP Pookie 7/4/12” tattoo on your neck as the man in the video. Etc.
If you tell a black man that the evidence is very harmful to his case, he will blame you. “You ain’t workin’ fo’ me.” “It like you workin’ with da State.” Every public defender hears this. The more you try to explain the evidence to a black man, the angrier he gets. It is my firm belief many blacks are unable to discuss the evidence against them rationally because they cannot view things from the perspective of others. They simply cannot understand how the facts in the case will appear to a jury.
This inability to see things from someone else’s perspective helps explain why there are so many black criminals. They do not understand the pain they are inflicting on others. One of my robbery clients is a good example. He and two co-defendants walked into a small store run by two young women. All three men were wearing masks. They drew handguns and ordered the women into a back room. One man beat a girl with his gun. The second man stood over the second girl while the third man emptied the cash register. All of this was on video.
My client was the one who beat the girl. When he asked me, “What are our chances at trial?” I said, “Not so good.” He immediately got angry, raised his voice, and accused me of working with the prosecution. I asked him how he thought a jury would react to the video. “They don’t care,” he said. I told him the jury would probably feel deeply sympathetic towards these two women and would be angry at him because of how he treated them. I asked him whether he felt bad for the women he had beaten and terrorized. He told me what I suspected—what too many blacks say about the suffering of others: “What do I care? She ain’t me. She ain’t kin. Don’t even know her.”
No fathers
As a public defender, I have learned many things about people. One is that defendants do not have fathers. If a black even knows the name of his father, he knows of him only as a shadowy person with whom he has absolutely no ties. When a client is sentenced, I often beg for mercy on the grounds that the defendant did not have a father and never had a chance in life. I have often tracked down the man’s father–in jail–and have brought him to the sentencing hearing to testify that he never knew his son and never lifted a finger to help him. Often, this is the first time my client has ever met his father. These meetings are utterly unemotional.
Many black defendants don’t even have mothers who care about them. Many are raised by grandmothers after the state removes the children from an incompetent teenaged mother. Many of these mothers and grandmothers are mentally unstable, and are completely disconnected from the realities they face in court and in life. A 47-year-old grandmother will deny that her grandson has gang ties even though his forehead is tattooed with a gang sign or slogan. When I point this out in as kind and understanding way as I can, she screams at me. When black women start screaming, they invoke the name of Jesus and shout swear words in the same breath.
Black women have great faith in God, but they have a twisted understanding of His role. They do not pray for strength or courage. They pray for results: the satisfaction of immediate needs. One of my clients was a black woman who prayed in a circle with her accomplices for God’s protection from the police before they would set out to commit a robbery.
The mothers and grandmothers pray in the hallways–not for justice, but for acquittal. When I explain that the evidence that their beloved child murdered the shop keeper is overwhelming, and that he should accept the very fair plea bargain I have negotiated, they will tell me that he is going to trial and will “ride with the Lord.” They tell me they speak to God every day and He assures them that the young man will be acquitted.
The mothers and grandmothers do not seem to be able to imagine and understand the consequences of going to trial and losing. Some–and this is a shocking reality it took me a long time to grasp–don’t really care what happens to the client, but want to make it look as though they care. This means pounding their chests in righteous indignation, and insisting on going to trial despite terrible evidence. They refuse to listen to the one person–me–who has the knowledge to make the best recommendation. These people soon lose interest in the case, and stop showing up after about the third or fourth court date. It is then easier for me to convince the client to act in his own best interests and accept a plea agreement.
Part of the problem is that underclass black women begin having babies at age 15. They continue to have babies, with different black men, until they have had five or six. These women do not go to school. They do not work. They are not ashamed to live on public money. They plan their entire lives around the expectation that they will always get free money and never have to work. I do not see this among whites, Hispanics, or any other people.
The black men who become my clients also do not work. They get social security disability payments for a mental defect or for a vague and invisible physical ailment. They do not pay for anything: not for housing (Grandma lives on welfare and he lives with her), not for food (Grandma and the baby-momma share with him), and not for child support. When I learn that my 19-year-old defendant does not work or go to school, I ask, “What do you do all day?” He smiles. “You know, just chill.” These men live in a culture with no expectations, no demands, and no shame.
If you tell a black to dress properly for trial, and don’t give specific instructions, he will arrive in wildly inappropriate clothes. I represented a woman who was on trial for drugs; she wore a baseball cap with a marijuana leaf embroidered on it. I represented a man who wore a shirt that read “rules are for suckers” to his probation hearing. Our office provides suits, shirts, ties, and dresses for clients to wear for jury trials. Often, it takes a whole team of lawyers to persuade a black to wear a shirt and tie instead of gang colors.
From time to time the media report that although blacks are 12 percent of the population they are 40 percent of the prison population. This is supposed to be an outrage that results from unfair treatment by the criminal justice system. What the media only hint at is another staggering reality: recidivism. Black men are arrested and convicted over and over. It is typical for a black man to have five felony convictions before the age of 30. This kind of record is rare among whites and Hispanics, and probably even rarer among Asians.


Source: Bureau of Justice Statistics.

At one time our office was looking for a motto that defined our philosophy. Someone joked that it should be: “Doesn’t everyone deserve an eleventh chance?”
I am a liberal. I believe that those of us who are able to produce abundance have a moral duty to provide basic food, shelter, and medical care for those who cannot care for themselves. I believe we have this duty even to those who can care for themselves but don’t. This world view requires compassion and a willingness to act on it.
My experience has taught me that we live in a nation in which a jury is more likely to convict a black defendant who has committed a crime against a white. Even the dullest of blacks know this. There would be a lot more black-on-white crime if this were not the case.
However, my experience has also taught me that blacks are different by almost any measure to all other people. They cannot reason as well. They cannot communicate as well. They cannot control their impulses as well. They are a threat to all who cross their paths, black and non-black alike.
I do not know the solution to this problem. I do know that it is wrong to deceive the public. Whatever solutions we seek should be based on the truth rather than what we would prefer was the truth. As for myself, I will continue do my duty to protect the rights of all who need me.

Dear Grumpy Advice on Teaching in Today's Classroom Fieldcraft

Shooting America’s population of seniors is growing…and vulnerable. Let’s not forget them. by DAVE CAMPBEL

elderly woman takes aim with pistol

Ginny is a lovely, hardworking senior citizen who of late has found herself having to leave work, late at night, and return to her home in a part of town that has seen a big uptick in crime recently. She knows as well as the rest of us that, as a senior citizen, she’s part of a growing population that’s also facing a growing threat. Older folks are among the most vulnerable demographics for unlawful attacks and assault, unfortunately. So when Ginny took a realistic look at her situation, she decided to ask a friend from church if he could help her learn how to shoot. That person, as I’m sure you can guess, was me.

Let me say up front that I make no claims as a professional trainer in firearms. The very best way to learn is to seek out professional training. That said, I have introduced more than two dozen people to shooting during the last 40-plus years, including such diverse backgrounds as my mother—who once was vehemently anti-gun—to youngsters and fellas in my own age group. Once that interest is stimulated, the motivated student would be wise to seek professional training.

Ginny knew that I was a “gun guy” from having read some of my articles, but she also worried that maybe I wouldn’t want to help her. She knew that I’ve made no secret that I prefer large, heavy bullets—specifically the .44 Special and .45 ACP—as the preferred rounds for self-defense. “All I have is a .22,” she said. ““I’m not sure you would want to teach me.”

I was pleased to let her know that wasn’t the case at all. For starters, a .22 is a great place to begin for someone interested in learning self-defense shooting and gun handling. What’s more, the fact of the matter is simple: The best gun to have when a gunfight or violent confrontation breaks out is the one you have on you at the time of the incident. A pair of .22 LR bullets delivered to the proper place at the right time beats a slew of other rounds sprayed in the general vicinity of the bad guy.

When I first started working with Ginny, I did so with two base assumptions. First, that shooting should be fun, or at least enjoyable. Second, that I didn’t want to turn a shooting lesson or session into an endurance event. Let the student determine his or her limitations. A lesson that is fun and enjoyable whets the student’s appetite to learn more and makes it easier to teach them. And while I remain steadfast in my own preference for large, heavy bullets to defend one’s self, if such rounds are painful for the student to employ, they are far more likely to give it up. Just because a person cannot physically handle a major caliber doesn’t mean they have no right to be able to defend themselves to the best of their ability.

My senior student started slow, and that was by my design. Her first shots from her SIG Mosquito were at 3 yards at a regular bullseye. The purpose here is to gain familiarity with the gun and get grounded in the basics of sight alignment and trigger control. Not surprisingly, her groups were very good from the get-go. Getting good groups early on instills confidence and makes the student eager to go to the next level. That session lasted about an hour.

A couple of weeks later we had another lesson. I started her again at 3 yards—this time on a “Bad Guy” target from Birchwood Casey—to make sure she hadn’t forgot anything. She hadn’t. I moved the target back to 5 yards and started working on presentation from the low ready position. Too, I started her to shoot the target’s eyes as a point of aim. She progressed splendidly, and then I made a mistake.

An eager student and not afraid to try anything new, I started showing her and then letting her shoot some close-up drills—arm’s length, one-handed shots at the eyes and speed rocks to the groin. The session ran a bit more than an hour and a half. The next day she messaged me that her hands were cramping up and she was a bit sore. My bad. As we get older—and I know this first hand—we don’t have the endurance we had when we were younger. I was so eager to show her some of the stuff we would spend more time learning that I over-extended the session. Each shooting session should be long enough to get one or two points across and no more.

By her third lesson my student started learning drawing and presentation from the holster. A good friend of mine, Rob Leahy of Simply Rugged Holsters out of Prescott, Arizona, provided her with one of his Cattleman holsters and a magazine pouch. Like anyone new to shooting, my student started slow and developed speed as her familiarity with the pistol and holster became greater.

Eventually her comfort with the pistol and shooting increased to the point where she began to look at other, more powerful alternatives to her .22 LR Mosquito. She asked me about all the hoopla over a 1911 pistol—what was it; why do some like and others not, etc. I let her try my Kimber Custom Shop Rimfire—a 1911-style pistol chambered in .22 LR—and her reaction after the first shot was, “Oh, this is very nice!” She also tried out an S&W Model 60 I have with target wadcutters and found it pleasant to shoot as well. I believe that in the not-to-distant future there will be a centerfire in her holster. Too, I pity anyone stupid enough to attack this quiet grandmotherly lady. She may not be a candidate for a law enforcement SWAT team, but anyone who messes with her is likely to find himself in a world of hurt.

The secret to successfully starting anyone to shooting is to make it an enjoyable experience. Start them slowly, and only progress to a new skill level once the previous one is mastered. Keep in mind that seniors—like most very young shooters—may have strength issues that prevent them from operating some handguns. It may be too much for some of them to rack a centerfire pistol’s slide, or to pull through a double-action revolver’s trigger. Let them determine the level they can comfortably achieve success. Like I said, a pair of .22 LR hollowpoints with proper shot placement beats a magazine full of 9mm or .45-caliber bullets around the periphery.


10 Rules for Teaching New Senior Shooters

  1. Do not start with a powerful centerfire.
  2. Keep the shooting sessions short, no more than an hour.
  3. Keep the ranges short so that it is easier to shoot good groups.
  4. Be aware of and accommodate physical limitations.
  5. Take frequent breaks; sit down off the range and discuss tactics and scenarios.
  6. Make shooting fun.
  7. Do not get too wrapped up in tactical dogma.
  8. Give the shooter an opportunity to find the best way to solve a problem.
  9. Celebrate successes; do not come down hard on corrections.
  10. Let the shooter progress at their own rate; don’t try to force them too quickly.
Dear Grumpy Advice on Teaching in Today's Classroom Well I thought it was neat!

Pretty amazing feat by Old Ike of all folks!

This is where the idea of the Transcontinetal Highway system got started from. Grumpy

All About Guns Anti Civil Rights ideas & "Friends" Dear Grumpy Advice on Teaching in Today's Classroom

House Republicans pass bill to loosen requirements for teachers having firearms in classrooms by: Nick Camper/KFOR

OKLAHOMA CITY (KFOR) – House Republicans voted on Tuesday to give Oklahoma teachers more access to guns.

House Bill 2139 would add a concealed carry license to the list of approved licenses teachers could obtain in order to bring a gun into the classroom.

Current law states teachers must hold an armed security guard license or a valid reserve certification as a peace officer, in order to carry on campus.

Concealed carry takes about eight hours to acquire and does not require CLEET certification.

Democrats argued allowing teachers to carry in classrooms could make the environment more dangerous.

“I’m trying to break up a fight,” explained Rep. Jacob Rosecrants (D-Norman), a former teacher. “My firearm just hanging out. I can’t keep an eye on everything.”

The author of the bill, Rep. Kevin McDugle (R-Broken Arrow), said more guns would deter a potential shooter.

“If there’s a possibility when they go into a school that they can get shot, they will chose the pathway of least resistance and they’ll go somewhere else,” said McDugle.

Moms Demand Action weighed into the debate with a statement from a member of their local chapter.

“This kind of blatant disregard for public safety cannot, and will not, go unnoticed,” said Kay Malan, a volunteer with the Oklahoma chapter of Moms Demand Action. “Year after year, we’ve fought these spineless lawmakers who put our lives at greater risk just to pander to local gun extremists. They have already shredded all of our gun safety laws. When will enough be enough?”

Republican Scott Fetgatter said Democrats and opponents of the bill are exaggerating its effects, emphasizing the bill makes concealed carry for teachers an option.

“Mr. Speaker, I don’t recall the state legislature ever purchasing weapons to put in any mother-freakers hands,” said Fetgatter.

Emotions were high on both sides of the floor.

Trish Ranson, a Democrat from Stillwater, said teachers would face an increase in scrutiny from community members.

“God-forbid, there was a school shooting and I didn’t act the way the other teachers or the other students or the other people in my community should have act,” said Ranson, referring to the added pressure on teachers that take on the duty of carrying a firearm.

The bill passed along party lines, 79-20 and will now head to the Senate.

Dear Grumpy Advice on Teaching in Today's Classroom Hard Nosed Folks Both Good & Bad The Green Machine

I had a few Officers like that in my unit! (Sean Connery at work)

By the way, you had better be in really good shape to try this by the way! Grumpy

Dear Grumpy Advice on Teaching in Today's Classroom

Postwar Betrayal of Hero Allied Generals

Dear Grumpy Advice on Teaching in Today's Classroom War Well I thought it was neat!

The Life & Times of Belisarius (History Abridged)