Ignoring the Holocaust?

Episode Transcript

Speaker 1 (00:00):
Zero two six six six eight six eight. The text
number is seven zero four seven zero. This is Sandy
Shack sitting in for Jeff Kooner on the text line.
Let's see if two oh seven says funny, how two
schools named after founding fathers Washington and Mason don't believe
all men are created equal? It is ironic, don't you
think I thought so the same thing occurred to me.

(00:21):
I completely agree with you. Five oh eight says how
ironic and stupid. Let's stop racism by being racist? Will
just alter the words. You are totally on target. I
teach engineering at MMA. Sadly, once though these well paid
DEI admins are hired and set up, they have no

(00:42):
purpose in regard to real education. Indoctrination is not education.
God bless America, doctor John and Wister. I agree with you,
doctor John. Indoctrination is not education, and that's what we are.
We have been faced with and anti Semitism as a result,
has flourished in this country in the past five years.

(01:02):
Could it be that progressive policies, including DEI, have encouraged
anti semitism. I think that's the I think that's the
case here, and I think that it's one of the
reasons that the Trump administration has launched its own jihad
against DEI is because of that. And I think it's
it's starting to work because Columbia reached a deal with it,

(01:25):
the Trump administration on how to handle and they expelled
a lot of those students that were uh, screaming and
abusing Jewish students. Harvard is a negotiation to dig their
way out of this mess, and they're good, you know,
or lose hundreds of millions of dollars worth of federal

(01:49):
grants and so forth. And it's not just colleges, by
the way that in regard to education and DEI and
the growth of anti Semitism, I mean it's in the
lower lower school levels too. There was a just last
week at a high school I'm not even sure where
it was, they discovered anti Semitic flags on the campus

(02:11):
and the police had to come and remove them. And
is it any wonder that that is what's happening, because
there's a big concern with anti semitism in the nation's
largest teachers union. Just last week, the chairman of the
House Education Committee, who's congress from Tim Wahlberg of Michigan

(02:36):
wrote a letter to the NEA leadership that he was
gravely concerned about the union fostering anti Semitism among its
members and of course in the classrooms across the country.
So he wrote, let's see, he's concerned about anti Semitic

(02:57):
content in the twenty five handbook, and the NEA representative
assemblies vote in July, this last July to ban materials
by the ADL, the Anti Defamation League, And this comes
after there was a wave of allegations of anti semitism
against the union, against the NEA, and a month ago

(03:20):
in the In July, the NEA's Representative Assembly passed a
resolution to boycott the ADL's Holocaust education materials after union
delegates complained that the ADL's definition of anti Semitism was
too strong. Now, there was an outcry and the NEA

(03:45):
leadership overturned the vote. But the NEA's twenty twenty five
handbook shows that the union has embraced an extremist agenda.
The handbook outlines the nea annual priorities and strategicals and
includes plans to promote Are you ready for this? I

(04:06):
could not believe this. This is what they want to
promote a version of Holocaust remembrance that does not mention Jews.
They'll they agree to teach the Holocaust, but not mention Jews.
What they do want to include are plans to educate
members and the general public about the history of the

(04:28):
Palestinian Nagka, which is just which is described as the forced,
violent displacement and dispossession of three quarters of a million
Palestinians from their homeland in nineteen forty eight because of
the establishment of Israel. So they don't want to tell
you about the Jews being terminated in the Holocaust, but

(04:50):
they do want to tell you about the Palestinians being
moved in nineteen forty eight. And the NEA said, don't
you know, listen, it's it's not as that as you think.
We're going to educate members about the difference between anti
Zionism and anti Semitism and promote free speech in defense
of Palestine at the kindergarten level through colleges and universities. Well,

(05:13):
Congressman Wahlberg just couldn't put his eyes back in his
head fast enough, and he asked the Union to turn
over all communications documents meeting minutes from any A officials
that included the words anti Semitism Israel, Israeli, Palestine or Palestinian.
Going back to October seventh, which is the day that

(05:35):
I'm twenty twenty three, the day of the Hamas mass
terrorist attacks against israel I have trouble keeping my eyes
back in my head too. After that, they want to teach.
They want to teach the Holocaust without mentioning the Jews.

(05:57):
I'd like to make this the pole question for today
because I cannot believe that the largest teachers union in
the country, the NEA, would consider doing that. So let's
do the poll. The poll is sponsored by Mario's Quality
Roofing and Siding and Windows, and you can take it
on x at the Kuner Report or on wrkos slash Kooner.

(06:21):
And the question is going to be should the Holocaust?
Should teaching the Holocaust include the extermination of the Jews
when taught in public school? Right out there basic? Should
you include the fact that you know the Nazis were
exterminating Jews in the Holocaust? Because the NEA says that's
not an important part of teaching about the Holocaust. I

(06:45):
can't wrap my head around that, you know what, but
they want to mention. I think you should mention the
fact that the Palestinians removed in nineteen forty eight. I
think that it's part of history and you need to
teach it. But we're supposed to say that's okay, but

(07:06):
don't teach about the Jews being killed. Do you think
that that's appropriate? Do you agree with the NEA decision
to not teach about the Jews? John in Westford, Welcome
to WRKO. How are you? John?

Speaker 2 (07:22):
Good?

Speaker 3 (07:23):
Good?

Speaker 4 (07:23):
How?

Speaker 1 (07:23):
I'm fine? So what do you think should we be
teaching about the Holocaust without mentioning the Jews?

Speaker 2 (07:28):
Yeah?

Speaker 5 (07:28):
How can you not? It's like they're trying to rewrite
history or just kind of whitewash it. It doesn't even
make sense. What is the Holocaust other than the extermination
of the Jews? Yeah? Yeah, But what I'm calling is
what a lot of people mentioned with the Harvard protest
of that occupation at the Wagner Library is that it

(07:51):
was led by the professors, and I think that that's
what's damning.

Speaker 1 (07:57):
Yeah, I think I'm sorry mikell On John, I am
Sandy Shack filling in for Jeff Cooner. We're talking about
the infiltration of our education education system by anti Semitism
and the means by which it entered under President Biden
and the progressive left was the d the DEI programs,

(08:18):
I believe. And we were talking with John from Westford
and John you were saying before the break that the
anti Semitic protests that were popping up in places like
Harvard were led by professors.

Speaker 6 (08:30):
Yeah.

Speaker 5 (08:30):
And another thing, I think this it all starts in
high school too. These kids are taught the victim mentality.
There's always an oppressor and an oppressed, and it's critical
theory has gone from economics to race, the gender, and
now it's into geopolitics and conflicts. And these kids are

(08:55):
just mentally lazy that it's everything's black and white.

Speaker 6 (08:59):
Ye.

Speaker 2 (09:00):
Fed. It's fed to.

Speaker 5 (09:01):
Them by the Internet and their algorithm. And I've noticed
it firsthand that I'll see something that's kind of like
anti Zionists and I click on it and then I'm
just constantly getting fed that's become anti Semitic over and
over again. And and I also blame a lot of

(09:24):
these podcasters. They just don't know their history of Israel,
Like Candice Owens is one of them. It's everything is
the problem of the Jews. You know, it's scary what
the anti Semitism that's taking off amongst young people, because
I still have three young kids.

Speaker 1 (09:40):
Yeah, and I think I think you raise a good point.
I think it's laziness. Intellectual laziness is part of it. Yeah, nobody,
And that goes across the board from me for a
lot of different issues. People don't look up the truth
of the matter asserted, you know, they just assume that
what if they read it, it must be true. And and uh,
you know, because it's not surprising to me when you
mentioned the professors. Students are so easily led, especially by

(10:05):
a professor that they like or a charismatic professor. And
you did you heard the cut that I played earlier,
right from the NYU student who was demonstrating at Colombia
and or the Columbia student demonstrating at NYU had and
this Columbia was considered basically an ivy league, had no
idea why she was there, none whatsoever. Did you hear
the cut earlier?

Speaker 2 (10:26):
And then?

Speaker 1 (10:26):
But you know what, I need to play it for
you because I think I think it really encapsulates what
you're talking about in regard to intellectual laziness and the
fact that these students are so easily led. Would you
play cut twenty six again, Mike, And what would.

Speaker 5 (10:43):
You say is the main goal with tonight's protest?

Speaker 7 (10:46):
I think the roles is selling our support for Palestine
and demanding that NYU saw I honestly don't know doing.

Speaker 2 (10:54):
Is there something that NYU's doing.

Speaker 1 (10:55):
I really know that.

Speaker 8 (10:56):
I'm pretty sure you know what about Israel?

Speaker 4 (11:01):
Why are we protests here? That was more educated?

Speaker 5 (11:06):
I'm not either.

Speaker 6 (11:08):
I can't.

Speaker 4 (11:09):
I was there with Columbia and we came down.

Speaker 5 (11:11):
They said, I'm not used to our support, so I
came down.

Speaker 4 (11:15):
I've heard there's lots of cops.

Speaker 5 (11:16):
Some people were saying it was getting dangerous.

Speaker 1 (11:19):
That's exactly what you were talking about. That's they're not
making enough. They just you know, social media, but quick
go down to n y U and help. But they
have no idea why they're there, and I don't think
they understand that when they say Palestine should be feed
from the river to the sea, that means erasing Israel
and the Jews that live there. They had no concept
that that's what they were talking about. It was just
the end thing to do. So I think laziness is

(11:42):
part and parcel of this don't you, John.

Speaker 5 (11:45):
Oh, yeah, absolutely, and and that especially that victim mentality
that the victim is always right is like a victim worship.

Speaker 1 (11:54):
Now, Oh, that's a good way to put it. Yeah, yeah,
I really agree with that. I think that's that's a
great way to put it, victim worship. Thank you so
much for the call, John, I appreciate it very much.

Speaker 3 (12:05):
Yeah.

Speaker 1 (12:05):
I think John is absolutely right. Our education has been
infested with victim worship as well as with anti semitism
and the culprit here. The people who are promoting this
both victim worship and anti semitism is the NEA, the teachers,
the Teachers' Union. I mean, the fact that they that
they have in their handbook, let's teach the Holocaust without

(12:27):
mentioning the Jews is makes I get goosebumps from it.
From It's so frightening to me that the teachers, a
group that the biggest teachers union in the country would
consider that. That's why I made it the pole question,
do you think that the Holocaust should include the discussion

(12:50):
of the extermination of the Jews when it's being taught
in public schools? Because the NEAA says, no, we don't
need to do that, but we do need to make
sure that people know the Palestinians are moved to create Israel.
My head is going to explode. The text line is
seven zero for seven zero and let's see. Oh so

(13:11):
nine to seventy eight, says Sandy. Now you know why
teachers are leaving the profession.

Speaker 8 (13:15):
Yeah.

Speaker 1 (13:15):
Yeah, that would be a really good reason to If
I were a teacher and my union had said, you know,
don't teach, don't teach about the Jews with the Holocaust,
I I think I would just turn around and walk
out the door. I honestly, and I don't say that
lightly because you know, talking about somebody's livelihood supporting a family,
it's a big decision. That's not a little thing. That

(13:38):
is a line that I think it's worth to draw.
There are certain hills it's worth to die on and
ones that aren't. And to me, that's one of those
hills that you die on. Do you think I'm being
over overly dramatic or do you agree with me? Would
you walk out as a teacher if they told you
to teach the Holocaust and not mention the Jews. Let's

(14:02):
go to Pat in New Hampshire. Pat welcome to w RKO.

Speaker 8 (14:05):
How are you. Oh, hi, Sandy, Well, I actually called
about the other question about the uh the Jewish you know.

Speaker 1 (14:18):
Well, yeah, go right ahead, you're you're good, whatever you
want to.

Speaker 8 (14:21):
Talk about, Okay, yeah, you know. I think that it's
insane to give these higher learning institutions of word weaponization
money because the government is thirty seven trillion dollars in
debt or more it could be, so they have endowments

(14:43):
that are huge, and I think people resent the fact
that why are we giving money to places when we
should be tightening our the belt, not tightening cinching the
belt with the government. And I don't know, I'm not
I'm not an expert on the constitution, but I don't
think that anywhere in the Constitution says that we have

(15:03):
to we have to deploy these money to these to
these locations. I mean, it just doesn't make sense. And
I also wanted to say that I just love your
style on this radio station. It's so nice and conversational
and you have a nice conversation with people to call in.

Speaker 5 (15:22):
That's so refreshing.

Speaker 1 (15:24):
Oh, thank you. That's really kind of you to say.
I appreciate it. Pat, Thank you. So much for saying that.
What do you think about I know you called for
the reason about this, but what do you think about
the NEA wanting to teach the Holocaust without mentioning Jews?
What would you What would you if you found out
that your kids were in a classroom that was not

(15:47):
going to teach them about the Jews in regard to Holocaust?

Speaker 8 (15:49):
What would you do.

Speaker 6 (15:51):
Well?

Speaker 8 (15:52):
I would, first off, I would try to attend the class.
My kids class is as much as possible, but I
try to get them out because I do not like
the distortion of the history. There were more people killed
in the Holocausts and were slaves, but we are inundated
with slavery, and I do not like I do not

(16:13):
like people changing history because you don't learn from history
if you do not have an accurate assessment of history.
And I'm fascinated by the Holocaust and because it was
so atrocious that we have to learn that people cannot
treat people like that. And if I am not a

(16:36):
big follower, I'm not a follower of anything. I do
not like groupthink. You know, I love Trump, but I'm
not a Trumper. You know, you have to assess the
fact and is it good for everyone, and that's the
mindset people need to have. Is it going to improve
the life of everyone? The silo mentality is killing the

(17:00):
United States. And oh God, as a woman, I do
not want to be given a job because I'm a woman.
If I'm the best fit for the job, and that's
the way I've always done, you get you give the
job to the best person, period.

Speaker 1 (17:15):
I so agree with absolutely everything you said. Pat, you
and I are you know, simpatico completely. I so agree
with all of that and it drives me crazy. For instance,
when President Trump said he promised to appoint a black
woman to the Supreme Court, I was raised to believe
it's the best mind that you can find that should
be on the Supreme Court, regardless of race, politics, gender, anything.

(17:40):
This is Sandy Shack. Our education system is infected with
anti Semitism thanks to progressive left policies DEI and the
anti Jew mindset of the country's largest teachers union, the NEA, who,
according to their twenty twenty five handbook, will agree to
teach the Holocaust as long as they don't have to

(18:01):
mention Jews and can teach the expulsion of the Palestinians
to create the state of Israel. You can't make this up.
I mean, nobody would accept a screenplay with this as
the premise. If you were a teacher asked to ignore
the extermination of the Jews in your lessons, would you

(18:21):
walk out? Because I'm thinking, even though I have a
family and a pension to think of, I think that
might be the bridge too far from me. On the
text line, which is seven zero four seven zero let's
see seven eight months, says teachers will not speak up,
let alone walk out. They get a pension. My family

(18:43):
member is a teacher ten years to retirement. She stays
very quiet. It's such a personal decision. I completely understand
people who don't because exactly right, they have a family
to support, they have their pension to think about. It's
if they're a public school teacher and they're part of
the union. What if it were a private school and
you didn't have a pension. Would you would that make
the decision easier if they told you couldn't teach about

(19:06):
the extermination of the Jews. I don't know. It's I
tend to think. I tend to hope that I would
say no, no, because I think you're teaching hatred at
that point in time, and a revisionist and a revision
a revisionist version of history, which can do damage, essentially,
because I'm pretty sure some of these idiots that were

(19:26):
they were demonstrating down at NYU have no idea what
the Jews have been through. Therefore, they they don't think
twice about spewing anti Semitic hatred because they don't they
don't know about it. They they don't understand what's happening.
Let's see also on the text line ninety seven eight, Sandy,

(19:47):
talking about the Holocaust without mentioning the Jews is like
talking about Hiroshima and Nagasaki without mentioning the atomic bomb.
That is a great analogy. I think that's exactly right.
You know, why are you and bothering to teach you
if you're not going to mention the Jews. I'm also
being told on the text line that I misspoke and
I said, uh, Trump, uh was picking a woman, a

(20:10):
black woman on the Supreme Court. If I did, I apologize,
I did not mean to say that it was Biden.
And of course the justice I'm talking about is Justice
Catangi Brown Jackson, who is the one who he said
he was going to pick a black woman. He didn't
care what her qualifications were. He just narrowed it down
to black women and picked one. Now, are there black

(20:31):
women qualified to be in the Supreme Court? Yeah, I'm sure.
Are they the best mind for the job? I think
it depends on that when that particular when that particular
seat opens up, you find the best mind. If it's
a black woman, you put her on. If it's if
it's a Hispanic man, you put him on. It doesn't
matter what their gender, what their what their ethnic background is.

(20:52):
What matters is are they the best mind at the point,
at that point in time when the seat is open?
Are they the best mind for the Supreme Court? That's
what you're looking for. That's what I was raised. You
were looking for and not checking off DEI boxes with
the highest court in the land. And that's what President
Biden did. I am so sorry that I said that.

Speaker 2 (21:15):
It was.

Speaker 1 (21:17):
That it was President Trump two oh seven says, let's
teach about slavery and not mention blacks. Yeah, right up there,
That's exactly what I'm talking about. Uh, this is it
is completely ridiculous. It is it is so ridiculous that
my mind has trouble wrapping itself around the fact that
people think that that's okay, let's go, let's go to

(21:40):
Richard and Lexington. Richard, welcome to w RKO. How are you, sir?

Speaker 6 (21:48):
Can you hear me?

Speaker 1 (21:49):
I can?

Speaker 6 (21:50):
Okay, Thank you. I appreciate the opportunity. The problem is
everything you're saying is correct, but see even worse because
the premise about the Palestinians being expelled to create the
state of Israel is also extremely misleading and pretty much

(22:12):
a lie.

Speaker 5 (22:13):
Okay, that's what.

Speaker 1 (22:17):
They want to teach. That's what they say that they
if they can teach that, then they'll teach the Holocaust
as long as they don't have to mention the Jews.
That's what they want.

Speaker 6 (22:24):
To do, Richard, right, But aside from that mentioning the Jews,
the premise of what they want to teach is solely
misleading propaganda. The first of all, most of the displacement
of the Palestinians were war refugees. They were internally displaced
to other parts of Palestine, including West Bank, Jordan, and Gaza,

(22:48):
and over seventy five percent of them were normal war refugees.
Less than twenty five percent actually moved out of their homes.
And furthermore, it was a war that was begun when
a war refugees. The war was begun when the Palestinians
refused the partition plan, which would have created a Palestinian

(23:12):
state and a Jewish state, and the Jewish state would
have been much smaller than what happened after the war.
And so the premise that the problem was that Palestinians
being kicked out and then the Jews took over is
the opposite of the truth. The Jews were willing and

(23:35):
agreed to a partition to create two states, that's a fact,
and then they attacked the Jews in Palestine and the
end the result was the sixty seven borders, and the
majority of the people who were who left were war refugees.
They were not kicked out of their homes.

Speaker 1 (23:59):
Well, don't want to teach that, Richard, because you know
that is basically telling the truth about what happened, much
like telling the truth about what happened in the Holocaust,
doesn't fit the narrative that they that they want to
impart to the young minds of our country. That's essentially
what's going on.

Speaker 6 (24:17):
Here about the Jesus is only half the problem.

Speaker 1 (24:22):
Yeah, no, I agree with you. It is only half
the problem. But I think the problem is once you
get used to teaching revisionist history, as our last caller
pointed out, you can't learn anything from it. You don't
learn the lessons that are being taught. If you hide history,
erase history, or teach a different version of history, then

(24:43):
you're going to You're doomed to repeat these same mistakes
over and over again, don't you think, of course. Yeah, so,
thank you so much for the call, Richard. I appreciate
it very much, and I also appreciate you giving more
accurate information regarding what should be taught by the NEA,
because left to their own devices, they would not touch

(25:03):
in any of that. Let's go to Harry in Chelmsford. Harry,
welcome to WRKO.

Speaker 6 (25:10):
How are you, good morning.

Speaker 3 (25:12):
I'm doing well this morning. This is quite unsettling here
in this I am a Christian and I you know,
I know, and I also know Donald Trump listens to
this station too. I hope he's hearing all this. But
these people need to be recommended or expelled or something

(25:35):
to even think that they could take the end of
the Second World War when our troops found these camps
and went in and saw what they did to these
people that that didn't happen, or they're trying to just
not mention it is absurd and disgusting. Yeah, towards what

(25:55):
our brothers and fathers and grandfathers fought and died for,
deliberate the world over there against the tyranny of Nazi Germany.
That's what the Holocaust was about.

Speaker 1 (26:10):
I couldn't put it better. I'll give it back to
you in a second, but you just reminded me of
something I just wanted to There was a gentleman that
I used to work with when I worked on another show.
His name was Giles Thregold, and he was a very
interesting guy and he used to be a regular on
the show he worked on. And he he was a
foot soldier in World War Two and he was one

(26:32):
of the first troops that entered one of the concentration
camps in Germany. And he had something that was unusual
at that point time. He had a polaroid camera, the
kind that you could take the pictures right then and there,
and it was a new fangled thing at the time,
but he took pictures of what he saw in the

(26:56):
concentration camps, which he shared with with me at one
point when I asked him, and he's still you know,
if he if he brought those pictures out, he still
couldn't talk about it without crying. Just mentioning it what
he saw made him cry. But the any a, Harry

(27:16):
would like you to believe that that didn't happen, and
that that's not something we need to learn from. What
would you say if you found out your child or
your grandchild was being taught that kind of revisionist history
in their school.

Speaker 6 (27:31):
I'm going to have to answer to God for that.

Speaker 1 (27:35):
Yeah, yeah, I think so. I think it's that big.
I think it's that big an omission that I think
what you're it's not just a little case of whitewashing history.
I think it's a case of promoting anti Semitism, hiding
what can happen when you allow anti Semitism to flourish.

(27:55):
And I you know, hopefully you you face some kind
of retribution in this life. But if not, okay, I'm
sure God will take care of it. Thank you for
the call, Harry. I appreciate it very much. Let's go
to Oh I'm sorry. Before we go to anybody, we
have to go to the call log. I almost blew
right by it. The call loogue is where we replay

(28:17):
one of the more memorable calls from the week. It
doesn't have to be the best, or the worst or
the funniest. It can just be something that really stood
out from all the other calls. Mike is the arbiter
of who the caller of the week was, and I
have heard part of this week's calor and I agree
with his choice. Mike, go right ahead.

Speaker 9 (28:38):
It's time for Coooner's call log, where we showcase our
favorite caller from the week.

Speaker 5 (28:45):
I can hear you, Can you hear me?

Speaker 2 (28:48):
I support burning the flag, but let's be honest too.
I think it's time we have a flag that America
can stand behind. You know, the American flag carries a
lot of controversy that the same way the Confederate flag does,
the same way the Nazi flag does. I mean, during
slavery times, it was the American flag that was flying.

(29:09):
During the Civil Rights movement when the police officers were
beating up black it was the American flag that was flying,
the American flags on the chests of the police officers.
That flag, unfortunately carries the same coardination that the Confederate
flag does. It's just as that. How could that not
be seen as racist? Obviously people don't see that way

(29:31):
because the leaders have not told them what to think yet.
But what they finally do, then the American people will
be like, yeah, you know.

Speaker 6 (29:38):
What, that flag is racist.

Speaker 2 (29:40):
It's time I think that we create a flag that
American people can get behind, because I think that's the
problem that we need to rectify. People are burning the
flag because they don't support.

Speaker 4 (29:51):
It in her own good land.

Speaker 5 (29:53):
Here, she's been abused, she's.

Speaker 4 (29:56):
Been burned, dishonored, denied and refused, and she's getting thrilled
there and she's worse then, But she's in good shitty
for the ship she's in because she's been through the
fire before, and I believe she can take a whole
lot more. So we raise her up every morning, we

(30:17):
take her down every night. We don't let her touch
the ground, and we fold her up. Right. I do
like to brag because I'm mighty proud of that ragged
old clot.

Speaker 9 (30:31):
Be here every weekday on the Coooner Report between six
and ten am, and next week it could be you
on cooner's call.

Speaker 6 (30:38):
Log, please don't be a stranger call again.

Speaker 1 (30:42):
Yeah, that stood out to me big time because he
wanted to replace the flag with the rainbow flag. He
thought that was a better representation for the United States.
I'm more on Johnny Cash's side in that particular moment.
That was a beautiful choice, Mike, and I appreciate Johnny
Cash at the end talking about the flag. Make sure
it chokes you up a little bit, at least it
does me. But you know, I'm a little bit of
sap for the flag. I learned good flag etiquette. I

(31:05):
don't approve of burning the flag, but there you go.
Thank you very much. That was our cooner's collogue for
the week. But now let's get back to our current topic,
which is the fact that the NEA wants to teach
the Holocaust without mentioning Jews, not making it up. That's
what their handbook says, and I believe that that's part

(31:26):
and parcel of the spread of anti Semitism and as
part of the DEI spreading of anti Semitism. And it
just makes my skin crawl that you would try to
erase such a horrific piece of history, because if you

(31:46):
don't learn from something as abominable as the Holocaust, how
are you you know, are you going to repeat it?
Is that going to happen, Maybe not against the Jews,
maybe with somebody else. Don't we see little mini examples
of that with cancel culture. Now you don't like somebody,
so you you ghost them, or you cancel them, or

(32:09):
you know they're they're taken off the air or there,
they lose their job. I mean, these are I don't
want to compare losing your job to the Holocaust, but
what I'm saying is that when you allow cancel culture
to grow and not learn lessons from the past, like
something as massive as the Holocaust, and you try to
whitewash it so that people don't see it as a

(32:33):
focused version of hate against an ethnic group, then you
know what's going to stop it from growing again? Because
you know, people are funny things. They don't necessarily recognize
cruelty when it's not pointed at them. Maria and Ludlow. Maria,
welcome to w RKO.

Speaker 8 (32:51):
How are you?

Speaker 1 (32:51):
Maria? I am fine? Thank you. What would you do
if you found out one of your kids was being
taught about the not about the Jews?

Speaker 7 (33:02):
I would be extremely obsessed, extremely obsessed because it happened
and needs to be taught so these young generations can
learn from it and then make sure and never repeat itself. Ever,
I think it's discussing the way they're trying to do
this and away with you, away with other things. It's
like they can choose what you want to teach this

(33:25):
young generation, and it's wrong. You should teach the full enchilada.
It happen, so you need to teach it, make sure
they learn from it, and make sure that it will
never happen again. And I agree with you. I'm going
to give you an example mistanding because having that qualification. Okay,

(33:46):
this might be a little bit off the topic, but
you need to have qualifications in order to do your job.
Like me, I worked in the arch, I needed to
have specific qualifications so in order to do my job.
And it goes for anything, and that's the way it
should be. So the example I'm gonna give to you
my Maximus, my little one just started school on Wednesday.

(34:10):
His autistic non verbal legally dwind with William syndrome. So
his bus driver has been his continued bus driver for
the last couple of years. Pick him up drop him
off on Wednesday afternoon. That was not the case. On
Wednesday afternoon, I got the call for me to go
and take my son off the bus, and the bus

(34:31):
was not in my house. They went and dropped my
son off with somebody else's house.

Speaker 8 (34:36):
Huh wow.

Speaker 7 (34:39):
With my son not being able to talk nothing, and
these two ladies, one being the bus monitor because the
special needs children, I Sandy, I might say something that's
not nice, and I apologize to had because I love
everybody and I don't judge, but that day I judge

(35:00):
because this monitored lady, she was probably in her eighties,
and I am sure she's a wonderful lady, but she
was not aware of anything about my son. She was
not aware that he was non verbal, she was not
aware that he was legally blind, and the bus driver
did not double check my home address. She literally dropped

(35:24):
my son off at somebody else's house. And I thank god,
thank god that nobody came out of that house and
took my son, because you wouldn't be able to say,
this is not my house, it's not my mama.

Speaker 8 (35:37):
Wow.

Speaker 7 (35:39):
So now it's like pointing fingers, Oh it's the bus company.
Oh it's this. You need to make sure there's qualifications
that these people are properly trained and able to handle
special needs childreads.

Speaker 1 (35:51):
Yeah, you can't use you can't use DEI hiring to
do important jobs. You can't use You shouldn't use the
DEI hiring to do any job, but in particular one
that deals with ah with you know, somebody who has
disabilities that can't protect themselves. It's vulnerable.

Speaker 7 (36:10):
I thought I was gonna have I like when I
say I flipped, I flipped. And it's been since Wednesday,
A constant phone calls here and there, and it's like
falling on depths ears. All I keep hearing is, oh,
it's the bus company's fault. The school committee getting trying

(36:30):
to get a hold of them, email dep one, trying
to make phone and nobody gets back to you. So
it's like the pointing fingers. It's like, these people are
not qualified. What is the standard protocol that I asked
the school that what is the standard protocol that you
have in order to hire these companies? This bus company, Well,

(36:51):
what do you know about them that qualifies them to
take these children from your care to bring them home?
So I'm getting to turn the run around, and so
I am filing a fifty one A on both the
school and the bus company put the lack but putting
my son's life in danger. Yeah, literally put my son's

(37:12):
life in danger, because that is what if somebody came
out of that house and took my son. They don't
seem to grasp that. They all they think is he
was He wasn't left unattended, he wasn't someone else's property.
But if that someone else came out and got my son,

(37:33):
and they don't seem to gress that, so I know,
I got to play nasty.

Speaker 1 (37:37):
I'm sure they grasp it, U Maria. I have no
doubt that they grasp it. But the liability is so
huge in that situation that if they admit it, they
know they're finished. So that's why denial, denial, denial is
what they're going to do because they know that, you know,
it's a it's what a Laurie would call a race
ipse situation, race hips alcuitter, and that the thing is

(38:01):
what it is is the layman's way of putting it.
It is what it is. You can't you can't put
you know, if they say you can't put lipstick on
a pig and change it from being a pig. It's
a pig. They put your child in danger, and it
is just so blatant that there's no defense to it.
So therefore they have to they have to try to
calm you down by denying it. What they don't realize,

(38:24):
I think, Maria in this case, is that all they're
doing is infuriating you by denying it, as opposed to
saying we made a mistake, this won't happen again. This
is these are the safeguards that we're going to put
in place to protect you. That would have probably made
you feel okay, and you would have said, all right,
let's let's move forward. Am I right? It would have not.

Speaker 7 (38:44):
One say an apology, and I'm not saying it okay,
we're gonna put Maximus back onto his bus routine. They
changed it without even letting me know. I was blindsided.
I angled, they threw at me. I was blindsided, So
there's no apology. And the ladies from the bus they
felt offended that I read my voice and questioned, how

(39:09):
could you do this? Do you not double check the addresses?
It's his first day of fool like. They were astonished
that I was like Ayaa was upset talking to the
supervisors from the bus company. She was astonished that how
dare I speak to her that way?

Speaker 1 (39:26):
Well, that goes to the old you know, victim professional victims.
She had to make herself the victim because that's the
way of distracting you from the fact that your child
was the victim. That's that's what that was about.