[caption id="attachment_15097" align="alignnone" width="300"] Rex Woods' painting of the dead of the First World War[/caption] Canadian artist, Rex Woods, has left Canada a moral heritage and questions about our present and our past that must be answered, before we lose it all. Who was Rex Woods?

In 1964, Rex Woods began a commission for the Confederation Life insurance company to recreate Robert Harris's heirloom portrait of the Fathers of Confederation, which had been lost in a fire at the Parliament buildings in 1916. Three delegates to the London Conference of 1866 were added on the right by Woods. The Woods tribute to Robert Harris was unveiled during 1967 Centennial celebrations.

"Blacks-only" school ok'd in Ontario

Segregation and Education: from USA's "Brown v. Board of Education to Canada"

The ideas raised in this post apply not just to "blacks and whites," but to all ethnic groups, and their right to appropriate education and group social interaction.

[caption id="attachment_15117" align="alignleft" width="300"]"The black-focused school is a go." -- TheStar.com, Wed Jan 30 2008[/caption]
After a heated but civil debate, Canada's largest school board voted 11-9 last night to open an alternative Africentric school to help fight a 40 per cent dropout rate among Toronto's black teens."

I came across an interesting footnote in a French article by a law professor at the University of Montreal. The footnote leads me to observations concerning segregated blacks-only schools, as opposed to de-segregated schools which force the races together for apparently "social" reasons which may be detrimental to all concerned.

I will give you a quick translation of the footnote, and the French original will follow below.

“[118] In this respect, the interesting question arises in particular of the precedential value of a legal conclusion with regard to a social fact. One will remember that in the famous case of Brown v. Board of Education, 347 U.SW. 483 (1954), the Supreme Court of the United States pronounced separate schools unconstitutional, because of harmful effect of this system for the development of black children. Did the effect of separate schools, thus decided by the Court, become A POINT OF LAW? It seems that in certain connections one must answer in the affirmative, since the courts later rejected a challenge to this conclusion, made with proof in support, on the basis that the point OF LAW had been definitively decided. On this question, see G.S. PERRY and C.B. MELTON, loc. cit., note 12.667, who writes, in particular:

«When a LEGAL conclusion seems to rest on empirical assumptions (e.g., the psychological harm of school segregation), then those assumptions may become de facto CONCLUSIONS OF LAW which are NOT DISPUTABLE, regardless of the social reality.»
– «Precedential Value of Judicial Notice of Social Facts: Parham as an Example», (1983) 33 J. Fam. L. 633, 636 et 637.

/ Original French quote:

^{" [118] À cet égard, se pose notamment l'intéressante question de la valeur de précédent d'une conclusion judiciaire à l’égard d’un fait social. On se souviendra que dans la célébre affaire Brown v. Board of Education, 347 U.SW. 483 (1954), la Cour suprême des États Unis a prononcé l’inconstitutionnalité des écoles séparés, à cause du caractère néfaste de ce système pour le dévéloppement des enfants noirs. L’effet des écoles séparés, ainsi décidé par la Cour, deveait-il une question de droit ? Il semble qu’à certains égards on doive répondre par l’affirmative, puisque l’on a rejeté une contestation ultérieure de cette conclusion, menée avec preuve à l’appui, au motif que la question DE DROIT avait été définitivement décidée. Voir sur cette question, G. S. PERRY et C. B. MELTON, loc. cit., note 12, 667, qui écrivent notamment :
«When a LEGAL conclusion seems to rest on empirical assumptions (e.g., the psychological harm of school segregation), then those assumptions may become de facto CONCLUSIONS OF LAW which are NOT DISPUTABLE, regardless of the social reality.»
– «Precedential Value of Judicial Notice of Social Facts: Parham as an Example», (1983) 33 J. Fam. L. 633, 636 et 637.}

The extract that I've given you above is from: "La connaissance d'office des faits sociaux en contexte constitutionnel", 1997 31 R.J.T. 315, by Danielle PINARD.

This is Pinard's web page at her University:

Danielle Pinard, Professeure titulaire, Faculté de droit, Université de Montréal

This is the page to her article that I've quoted for you:

"La connaissance d'office des faits sociaux en contexte constitutionnel", 1997 31 R.J.T. 315, by Danielle PINARD.

Elsewhere in her French law journal article, author Pinard cites the same source on "Precedential Value ...".

“Social facts [... Pinard means in the course of a law suit, i.e., involving constitutional questions – KM] may be "found" through judicial assumption, commonsense inference, or individual subconscious values; through empirical research or the tales of old wives (or husbands). But whether the PROCESS of their identification is subjective assumption or empirical proof, these FACTS about SOCIETAL conditions and operation ENTER the system to GUIDE judicial decisions on social issues.“

(Caps are mine for emphasis.)

What Pinard was after in providing this quote seems to me to have been to demonstrate to lawyers and judges that the judicial use of "social facts" in a peremptory way, applied so as to draw unalterable conclusions as if they were drawing conclusions of LAW, then binds the system to those "social" facts as deductions of constitutional LAW. By constitutionalising inferences about societal dynamics, this makes it hard to change the system to deal with reality.

In her French article, Pinard seems to caution judges against using their courts to convert "social facts" into law. This would tend to prevent society from altering its system in order make it work better for all.

A couple of years ago, I had heard that somewhere in Ontario, a blacks-only school had been set up, staffed with black teachers. I don't remember the name of that school, but today there are links online on the same subject -- blacks-only schools.

In interviews, the teachers I had read about 2+ years ago, declared that black students were doing better or would do better in a blacks-only school.

This would seem to fly in the face of the U.S.A.'s Brown v. Board of Education.

It would seem that social or learning problems experienced by black students do not disappear even when they are integrated into the white or general school system. They continue to have issues.

To show you how the viewpoint seems to have changed, there is the observation at this next page that the objective is not presupposed "equality" but is more realistically based on mobilizing "the system to provide equity in student outcome."

http://resources.curriculum.org/secretariat/february23.shtml

Here's a link (there had been a video clip here from 2008, the clip seems to have vanished):

Headline: McGuinty against black school but won't stop it
Caption: "Toronto school trustees have given their approval for a black-focused public school - believed the first of its kind in the country. (Jan. 30, 2008)"

And here's another link (Black-focused school debate set
Published on Wednesday November 07, 2007).

Evidently, there are fundamental racial or ethnic differences at play which defy the concept that everyone is mathematically "equal" in an abstract sense, and that everyone should therefore be treated exactly alike, and that everyone has exactly the same capabilities.

Sometimes, obtaining justice and "equality of chances" (as the socialists like to call it) requires being treated differently, according to one's one capacities and one's own real needs.

Today, some black communities appear to view segregation in education as an essential step toward tailoring the curriculum and the teaching methods to help black students succeed.

It would be an odd sight indeed if white students lined up and banged on the doors of a blacks-only school demanding admission and claiming "psychological harm" and discrimination!

Perhaps, however, they might bang on the doors of de-segregated schools to claim it in their own behalf, since white citizens, including white Canadians, have been de facto stigmatized as "RACISTS" by the aura of the USA's Brown v. Board of Education.

I wonder if that case was really about giving advantages to black students, or about moralizing, and chastising and "correcting" "racist" white people for preferring to learn on their own in their own system.

The current claimed success of blacks-only schools also raises the question of whether white students have been and are being disadvantaged by educational de-segregation.

Does one group hold another back? i.e., is the "white" system altered on the fly to the detriment of one group in an effort to "help" another? Or in an effort to accomplish other agendas?

The white system has proven itself over generations to work well for white ethnic kids; there is no particular reason why it should also absolutely have to work for anyone else.

In the end, it seems that some black people believe school segregation is not "psychologically harmful" to their black children.

In fact, it seems odd to me that anyone -- let alone a court -- would decide that segregation of races in the school system is necessarily harmful.

It seems to me that it all comes down to the right to be who you are, both as a group, and as individuals. The fulfillment of this right necessitates being free from State-sponsored social engineering.

In Montreal, there have always been Jewish schools where non-Jews of any color are not accepted for enrollment. In contrast, in the mid-1960's, there was one Jewish student in our Catholic public school because she wanted to study in English, and her parents could not afford the private Jewish schools.

Back then, we had religious school boards under our Constitution of Canada; those have been changed now -- apparently to suit the infamous "multiculturalism" which is hosted under the banner of "secularism," which is apparently "humanism" which I think the United States Supreme Court has judicially recognized as a "religion," and thus not "secular" at all.

No Montreal Jews, as far as I know, have ever complained that they are "psychologically disadvantaged" by their own deliberately mostly segregated Jewish-only schools. They emerge upon graduation and work and socialize with the general population, all races, all colors.

However, I have observed that Jews tend to form majority-Jewish-owned-and-run businesses and professional service firms, and to hire mostly "white". This is something that non-Jewish "white" people apparently cannot "get away with" doing today, as it violates some kind of "multicultural" principle which is applicable only to depriving "white" (Christian?) Canadians of the right to freely associate. Obviously, if you cannot freely associate as a group, in education, and in the workplace, you cannot freely pursue the maintenance and development of your own views and culture.

I suspect that some people may have chosen to make an issue out of black-white school segregation at the time of "Brown" because the invention of victims in all walks of life is vested with power.

A victim clearly has no power; therefore, somebody who is not a victim is required to seize and exercise the victim's own suppressed power for him; and that suppressed and seized power then becomes a political force in other hands to fuel many agendas.

I have also read that much of the sociology and psychology of the Brown v. Board of Education era may have come from politically motivated Jews who saw it as a way to destabilize the white American system and culture to enhance their own power in USA, and by example, elsewhere. To deny the possibility would be to suggest that certain groups of people do not ever try to dominate other groups of people.

So as not to be naive, the prospect is worthy of investigation.

I'm no expert; these are just ideas you might like to file away.

Regards,
Kathleen Moore
Montreal, Canada

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Sources:

[1] "Board okays black-focused school," Ontario, Wed Jan 30 2008, thestar.com

[2] "Black-focused school debate set," Ontario, 2007-11-07, thestar.com

[3] "McGuinty against black school but won't stop it," Ontario, Thu Jan 31 2008, thestar.com

[4] "Successful Practices in the Education of Black Students, Webcast: February 23, 2006 with Dr. Asa Hilliard"
 

Click to view it now, and read the transcript and commentary:

The Key Role of Jews in the Multicultural Transformation of Europe: Barbara Spectre (with FRENCH sub-titles to wake up Québec)

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[caption id="attachment_1087" align="alignnone" width="300"] Confederation Wax Museum, Ottawa, Ontario[/caption]
The border is being eliminated between Canada and the USA. North American Union is coming. High treason!

Then Western Hemispheric Union is coming. The European peoples who founded America and Canada are disappearing.

Mass immigration, paid for by Canadian tax-dollars, is helping to erase that border by "harmonizing" our population and demographics with those of the USA, Mexico and South America. Southern populations in their billions will flow towards Canada, eradicating our people, our form of government, our culture, our heritage and our nation.

Mass immigration is unconstitutional. Canada is an ethnic confederation of its Founding Peoples. Each Provincial Legislature belongs to one of the Founding Peoples, and there are more than two! Thus, we have 10 Provinces, plus territories and regions.

The fact that the Founding Peoples of Canada happen to be white is purely incidental to the fact that we ourselves are ethnic groups entitled to our own respective Legislatures, founded for us in 1867 to preserve us and our cultures.

Formally removing the border, for example on the pretext of another manufactured 9/11, will sound the death-knell to the Founding Peoples of Canada and of the United States of America.

Culture, temperament and mentality, and form of government are unique to each race. We are entitled to be who we are. We have a right to exist. We must stop the mass immigration! We must stop the treasonous corporate-fascist-fueled North American Union! It will take nothing less to save the Founding Peoples of Canada!

Will we wake up and stand up in time to take back what belongs to us, before we cease to exist! Do we want to be a minority on our own soil?

Do we want to exist, do we want self-government? It belongs to us, but we are allowing it to slip away.

Or, will the last Canadian left be a waxed mummy in Madame Tussaud's Wax Museum?

The news today:

WASHINGTON (AP) — Welcome to the new off-white America.

A historic decline in the number of U.S. whites and the fast growth of Latinos are blurring traditional black-white color lines, testing the limits of civil rights laws and reshaping political alliances as "whiteness" begins to lose its numerical dominance.

Long in coming, the demographic shift was most vividly illustrated in last November's re-election of President Barack Obama, the first black president, despite a historically low percentage of white supporters.

It's now a potent backdrop to the immigration issue being debated in Congress that could offer a path to citizenship for 11 million mostly Hispanic illegal immigrants. Also, the Supreme Court is deciding cases this term on affirmative action and voting rights that could redefine race and equality in the U.S.

The latest census data and polling from The Associated Press highlight the historic change in a nation in which non-Hispanic whites will lose their majority in the next generation, somewhere around the year 2043.

Despite being a nation of immigrants, America's tip to a white minority has never occurred in its 237-year history and will be a first among the world's major post-industrial societies. Brazil, a developing nation, has crossed the threshold to "majority-minority" status; a few cities in France and England are near, if not past that point.

The international experience and recent U.S. events point to an uncertain future for American race relations. In Brazil, where multiracialism is celebrated, social mobility remains among the world's lowest for blacks while wealth is concentrated among whites at the top. In France, race is not recorded on government census forms and people share a unified Gallic identity, yet high levels of racial discrimination persist.

"The American experience has always been a story of color. In the 20th century it was a story of the black-white line. In the 21st century we are moving into a new off-white moment," says Marcelo Suarez-Orozco, a global expert on immigration and dean of UCLA's Graduate School of Education & Information Studies.

"Numerically, the U.S. is being transformed. The question now is whether our institutions are being transformed," he said. The shift is being driven by the modern wave of U.S. newcomers from Latin America and Asia. Their annual inflow of 650,000 people since 1965, at a rate that's grown in recent years, surpasses the pace of the last great immigration wave a century ago. That influx, from 1820 to 1920, brought in Irish, Germans, Italians and Jews from Europe and made the gateway of Ellis Island, N.Y., an immigrant landmark, symbolizing freedom, liberty and the American dream.

An equal factor is today's aging white population, mostly baby boomers, whose coming wave of retirements will create a need for first- and second-generation immigrants to help take their place in the workforce.

The numbers already demonstrate that being white is fading as a test of American-ness: — More U.S. babies are now born to minorities than whites, a milestone reached last year. — More than 45 percent of students in kindergarten through 12th grade are minorities. The Census Bureau projects that in five years the number of nonwhite children will surpass 50 percent.

— The District of Columbia, Hawaii, California, New Mexico and Texas have minority populations greater than 50 percent. By 2020, eight more states are projected to join the list: Arizona, Florida, Georgia, Maryland, Mississippi, Nevada, New Jersey and New York. Latinos already outnumber whites in New Mexico; California will tip to a Latino plurality next year.

— By 2039, racial and ethnic minorities will make up a majority of the U.S. working-age population, helping to support a disproportionately elderly white population through Social Security and other payroll taxes. More than 1 in 4 people ages 18-64 will be Latino.

— The white population, now at 197.8 million, is projected to peak at 200 million in 2024, before entering a steady decline in absolute numbers. Currently 63 percent of the U.S. population, the white share is expected to drop below 50 percent by 2043, when racial and ethnic minorities will collectively become a U.S. majority. Hispanics will drive most of the minority growth, due mostly to high birth rates, jumping in share from 17 percent to 26 percent.

The pace of assimilation for today's Latinos and Asian-Americans is often compared with that of the Poles, Irish, Italians and Jews who arrived around the turn of the 20th century and eventually merged into an American white mainstream.

There was a backlash. By the 1930s, an immigrant-weary America had imposed strict quotas and closed its borders. Those newly arrived were pushed to conform and blend in with a white mainstream, benefiting from New Deal economic programs that generally excluded blacks. The immigration quotas also cut off the supply of new workers to ethnic enclaves and reduced social and economic contacts between immigrants and their countries of origin.

"America of the Melting Pot comes to End," read a 1924 opinion headline in The New York Times. The author, a U.S. senator, pledged that strict new immigration quotas would "preserve racial type as it exists here today."

Today, data show that Latinos are embracing U.S. life but also maintaining strong ties to their heritage, aided by a new stream of foreign-born immigrants who arrive each year. Hispanics, officially an ethnic group, strive to learn English and 1 in 4 intermarry, taking a white spouse.

Nowadays, immigrants face less pressure to conform than did their counterparts from a century ago. Latinos are protected as a minority, benefiting from the 1950s civil rights movement pioneered by blacks. Nearly 40 percent of Latinos now resist a white identity on census forms, checking a box indicating "some other race" to establish a Hispanic race identity.

While growing diversity is often a step toward a post-racial U.S., sociologists caution that the politics of racial diversity could just as easily become more magnified. A first-of-its-kind AP poll conducted in 2011 found that a slight majority of whites expressed racial bias against Hispanics and that their attitudes were similar to or even greater than the bias they held toward blacks. Hispanics also remained somewhat residentially segregated from whites in lower-income neighborhoods, hurt in part by the disappearance of good-paying, midskill manufacturing jobs that helped white ethnics rise into the middle class during most of the 20th century.

The AP survey was conducted with researchers from Stanford University, the University of Michigan and NORC at the University of Chicago. Harvard economist George Borjas projects that by 2030, the children of today's immigrants will earn on average 10 percent to 15 percent less than nonimmigrant Americans, based on past trends, and that Latinos will particularly struggle because of high rates of poverty, lack of citizenship and lower rates of education. In 1940, the children of early 20th-century white ethnics fared much better on average, earning 21.4 percent more than nonimmigrants.

About 35 percent of Hispanic babies are currently born into poverty, compared with 41 percent of blacks and 20 percent for whites. "How America responds now to the new challenges of racial and ethnic diversity will determine whether it becomes a more open and inclusive society in the future — one that provides equal opportunities and justice for all," said Daniel Lichter, a Cornell sociologist and past president of the Population Association of America.

The demographic shift has spurred debate as to whether some civil-rights era programs, such as affirmative action in college admissions, should begin to focus on income level rather than race or ethnicity. The Supreme Court will rule on the issue by late June.

Following a racially lopsided re-election, Obama has spoken broadly about promoting social and economic opportunity. In his State of the Union speech, he said that rebuilding the middle class is "our generation's task." Sen. Marco Rubio, R-Fla., a rising star of a mostly white Republican party now eager to attract Latino voters, is courting supporters in both English and Spanish in part by pledging programs that would boost "social mobility."

Left unclear is how much of a role government can or should play in lifting the disadvantaged, in an era of strapped federal budgets and rising debt. The Latino immigrants include Irma Guereque, 60, of Las Vegas, who says enjoying a middle-class life is what's most important to her.

Things turned bad for the Mexico native in the recent recession after her work hours as a food server were cut at the Texas Station casino off the Strip. As a result, she couldn't make the mortgage payments on a spacious house she purchased and was forced to move into an apartment with her grandchildren.

While she's getting almost full-time hours now, money is often on her mind. Her finances mean retirement is hardly an option, even though she's got diabetes and is getting older. Many politicians are "only thinking of the rich, and not the poor, and that's not right," Guereque said in Spanish. "We need opportunities for everyone."

Associated Press writers Elaine Ganley in Montfermeil, France, Jenny Barchfield in Rio de Janeiro and Michelle Rindels in Las Vegas contributed to this report.
Online:
Census Bureau: http://www.census.gov
EDITOR'S NOTE _ "America at the Tipping Point: The Changing Face of a Nation" is an occasional series examining the changing cultural mosaic of the U.S. and its historic shift to a majority-minority nation.

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L'unité de disque dur est tombée hors de mon portatif et a frappé la terre il y a 48 heures. Elle fait un bruit terrible, et ne peut pas être lue.

Je dois trouver des fonds pour récupérer les données, c.-à-d., tous mes mots de passe.

En attendant, les polluposteurs s'amusent ici !

Il semble que les "spambots" peuvent lire des captchas !

Je dois trouver une extension pour mettre fin à cela.

En attendant, j'écris comme un utilisateur, et pas comme Admin, car c'est la seule possibilité en ce moment.

Merci de votre patience !

Kathleen Moore
Admin
Fonder le Canada

The hard drive fell out of my antique laptop and hit the ground 48 hours ago. It makes an awful sound, and cannot be read.

I have to find funds to recover the data, i.e., all my passwords.

Meanwhile, spam bots are having a ball in here!

Seems they can read captchas!

I have to find a plugin to put an end to this, once and for all.

Meanwhile, although I am the Admin, I am posting as a user, which is the only way I can post right now.

Please bear with me!

Kathleen Moore
Admin
Founding Canadians

"J.P. Rushton and David Suzuki debate at the University of Western Ontario, February 8th, 1989. David Suzuki takes a rather moralistic tone througouht the entire debate, while Rushton just wants to stick with the science of the matter. Unsurprisingly, most of the audience is hostile to Rushton."

We are, of course, all aware, as a matter of fact, that some individuals are more clever than other individuals. What the opposition to Dr. Rushton wants us to believe, blindly, on pain of social stigma, is that the empirically observable and objectively verifiable statistical distribution of these individual differences (thanks to nature) does not differ at all from one racial population to another. This is where science itself becomes politically incorrect and subject to suppression on the assumption that truth, if unpleasant, is both useless and socially unacceptable.

We poor little human beings, who are too frightened to think, and to face truth, must at all costs be protected from truth by political correctness. For us, the earth must indeed revolve around the sun, as our fragile psyches could tolerate no contrary evidence.

In the absence of truth, politics will have to invent other explanations for the readily observable differences between the races, even if it means unjustly and even wickedly blaming one race for the general lack of achievement and bad temper of of another race, by for example tarring one race as "oppressors" and "supremacists".

Let us not forget, as I think many black people like to forget, that some 1 million "white" men died in the American civil war of 1861-65 to free the black ("negro') slaves. Untold generations of never-born heirs and descendants of those white men also died when they died. That is millions of white souls lost to give blacks their opportunity. Is there a monument anywhere in any black town to those million white men and the future children they sacrificed?

Let us not forget that in United Kingdom, a black slave brought to British soil was freed by the courts on habeas corpus; the judge did not request his IQ before he freed him. IQ is irrelevant to equality before the law, but still very relevant to differences between individuals and populations of individuals. People & peoples are not "equal" in an abstract mathematical sense, but morally it was a western principle that all must have equal opportunity based on merit, not Marxist affirmative action.

I have in fact known a black brain surgeon from Boston, and wrote his resume for him. However, in public school, the one black student in our class was the lowest performer, the two orientals excelled at math, chemistry and physics; the caucasians excelled in language and literature, and sorry to say, but the one Jewish student was undistinguished. All had the same teachers, the same curriculum and the same opportunity for 4 years in a class of 30. One of the teachers -- the math teacher, was black. The distribution of giftedness in that classroom may well be reflected in the general racial populations. It's an interesting question which deserves honest investigation.

One branch of such an investigation would have to be whether there is an innate tendency of each racial group to develop its own particular type of culture and self-governance.

If, as I believe, the races are both intellectually and temperamentally different, then each is entitled to the social climate and self-governance it is best able to generate for itself to accommodate its own mentality without interference.

Any attempt to level all forms of governance to the same common denominator (i.e., for world government) so as to artificially eliminate such differences, does spiritual violence to the distinct racial, social and cultural rights of each and every distinct people.

I am therefore opposed to mass-immigration of dissimilar populations into Canada. In my view, attempting to seat the immigrated emissaries of 200+ foreign races and cultures in Canada's parliament hijacks my roots and my culture for other purposes, while stripping me of what fundamentally belongs to me and to my people.

Veils, turbans and saris in the Canadian legislatures will undoubtedly hamper the ability of the Founding Canadians to maintain and to further develop their own invention of parliamentary government according to their own innate temperament and capacities.

Moreover, Confederation was done in 1867 to guarantee to the Founding Peoples of Canada their own self-governance for all time according to their own temperament and inclinations.

Mass dissimilar immigration violates the legal jurisdictions of the Founding Peoples of Canada, reserved to them by the Constitution, and destroys them culturally and racially by forcing mass-homogenization.

Scratching an X on cardboard is not democracy; because procedure is not substance. Stuffing a parliament devised by a handful of races for their own needs with 200 other races whom the Founders are forced to accommodate is not parliamentary. It's just a way of imaging a global government in Canada, while destroying the lawful Parliament and those to whom it belongs.

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