March 20, 2025 • 41 mins
The President signed an executive order aimed at dismantling the U.S. Department of Education. Press Secretary Karoline Leavitt told the media that the department will be “much smaller than it is today” however “when it comes to student loans and Pell Grants, those will still be run out of the Department of Education.” While Trump has made his intention to close the DOE clear, to fully dissolve the department would require an act from Congress. Do you think education oversight should return to the states?
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
It's a nice size undoing. Boston's news radio.
Speaker 2 (00:06):
Tiger Dan Watkins. We've spent an hour talking about President
Trump's efforts or his intention, to dismantle much of the
Department of Education and return the responsibilities of educating our
young people to the States. I think it's a good idea.
(00:26):
Harvey Silverglate thinks it's a pretty good idea as well.
I think Eileen agreed with that, and we talked to
some others last hour, So if you'd like to continue
to talk about that, great. As I've often said, I
think we all have an interest even if you don't
have kids or grandkids in public schools, and for that matter,
(00:46):
in all schools, but particularly public schools, because you're paying
for public schools with your tax dollars, and you're also
paying for charter schools, which are kind of a quasi
public private schools. You're not paying for the private schools
in your community. But we should be all interested in
seeing kids get an education. And I think that the
(01:06):
daughter that Jennifer talked about, who was in the seventh
grade and now reading at the third grade level, that's horrible.
There was ways to help that young girl read at
the seventh grade level. There should be special education teachers
available for her, But it sounds as if she's spent
(01:26):
more time with administrators telling her why her daughter could
not be accommodator, why she and her family could not
be accommodated. So let's continue with this. If you'd like
to comment to what Harvey Silverglade had to say. Harvey
is a big supporter of unions, but not unions in
the public sector. You know, unions in the public sector
in Massachusetts are not allowed to strike, which of course
(01:49):
is the ultimate leverage that a union, any union public private,
has it with their employer. Been teacher strikes nonetheless illegal
teacher strikes here in Massachusetts. We saw some last year
last January and Newton I think it was a three
week strike, nearly a three week strike, and today and
(02:11):
this year in some communities north of Boston. And I
believe that the Teachers Junior the mass Teachers Association, is
going to attempt legislatively to get the right to strike.
When that happens, that's going to hurt I think it's
going to hurt students more than anything, in my opinion.
(02:32):
Let me go first to Warren in Vaull River Warren,
thank you for holding over. I know it was quite
a weight. I appreciate it very much. Warre on your
thoughts on.
Speaker 3 (02:41):
All of this, Yeah, no problem, Dan, Yeah, I got
a story for you. Like, my son has.
Speaker 4 (02:48):
Autism, all right, and he also has a DHD anxiety
depression a whole slew e things, all right, And you know,
he's twenty.
Speaker 3 (02:59):
Two, he graduated high school. He needs going to college.
But you know, at first he was going to a
Catholic school, all right, and they just basically told us,
you know that they didn't have the resources, you know,
the handle of you know, a kid with autism and
(03:21):
you know, with with with what he had. And then
we went to the public school, public school. He went
there two weeks, all right, and then we had to go,
you know, we went.
Speaker 2 (03:34):
What what at what age? By the way, did he
transfer to the public school? Uh?
Speaker 1 (03:40):
Was?
Speaker 3 (03:40):
What was that?
Speaker 2 (03:41):
How old was he when he left the Catholic school?
Speaker 5 (03:44):
In public school?
Speaker 3 (03:45):
Two weeks?
Speaker 2 (03:47):
Two weeks?
Speaker 3 (03:48):
And they basically said, yeah, we we don't have any
resources for HIV.
Speaker 2 (03:54):
Right Warren. Warren just for one second asked the question,
when your son transferred into the public school, how old
was he at that?
Speaker 3 (04:03):
Time, he was probably sixteen, okay, you fifteen, sixteen, and
he actually got held back a year so because just
you know, because of all the problems he felt behind
being transferred from all the schools and all stuff like that.
(04:25):
And we finally found a charter school and yeah, that
was a saving grace. You know, they they had the
resources and he got actually on education. But unfortunately COVID
hit and so you know, he had to do the
zoom call you know, every day and all stuff like that.
(04:47):
And if it wasn't for our dog, and you know,
I know that you love your dog. You know, you
love your dog. Sure, yeah, if it wasn't for our dog,
you know, he probably wouldn't have made it because you know,
that dog stayed on camera with him. He did never
(05:09):
left the side, He never left his side.
Speaker 2 (05:12):
So how's your son doing? Now? What's your son doing now? Warren?
Speaker 3 (05:16):
He's in college, he's in the community college local. He's
still struggling, he he he. You know, we're trying to
get him on disability and you know, good luck with that.
I mean it's sort of like all these government officials,
like all these administrators talk talk talk, you know, and
the thing with the school system, all these administrations, all
(05:38):
these administrators talk talk talk, but good luck trying to
find help. Good luck trying to find help. My my wife,
I mean, what was it, kim or you know from.
Speaker 2 (05:50):
The previous hour, Jennifer.
Speaker 3 (05:52):
Well you know what you know, the you know, the
woman that was dead tired.
Speaker 2 (05:57):
You know her name, Warren was Jennifer from Brockton.
Speaker 3 (06:03):
Oh, Jennifer, Jennifer. I couldn't remember. But anyways, Jennifer, you know, yeah,
my wife was. My wife is the same way, trying
to get him help and good luck, and it's you know,
you know, she's she has she has folders and folders
of paperwork and this and that, and you know, trying
(06:26):
to get doctors hands.
Speaker 2 (06:28):
Well, Warren, obviously you you and your wife have have
done a lot of work for you. Is is your
son your only child?
Speaker 3 (06:38):
He's my only child? Yeah, And and I'm just saying
it is you know, I mean, administrators are the problem.
You know, there's too many a ministry, there's there's too
many chiefs and not enough Indians. Harvey nailed it on
the head. It's it's the unions, you know, because they
(07:02):
wield way too much power. There's way too many minute administrators.
Speaker 2 (07:08):
Let's let me ask you. Let me ask you a
tough question. Okay, Uh, what sort of work will your
son be able to do? Obviously, one of the great
things that all of us worry about is will our
kids be happy? Will our kids be productive? He's in
community college. Hopefully he'll be able to take those credits
(07:31):
and uh and and get a college degree. Doesn't what
does he have an interest in doing? What? What?
Speaker 3 (07:38):
What he wants to do? He wants to do game
coding for video games, and he's very good at it.
He's very good at it, and I wish were we
encourage him the best. I mean I actually not last year,
but the year before I went out and I spent
(08:00):
you know, almost four thousand dollars to get him a
gaming computer.
Speaker 2 (08:05):
Well, I'll tell you this, there's there's a lot of
there's a lot of these startup companies out there that
are coming up with these games. And it's a it's
it's a great if he has that ability. I have
a tough time turning my computer on. So, uh, we
all have our own No, but I'm saying we all
(08:26):
have our intelligence. Some people have athletic intelligence, some people
have our artistic intelligence. Some people have have a variety
of intelligence. Uh, you know, none of us have it all.
I have no mechanical aptitude and the only ability that
I have is to somewhat talk a little bit, and
that's how I've made my way. And hopefully your son
(08:48):
what's your son's first name, Waren, what's his first name?
Speaker 3 (08:51):
Owen?
Speaker 2 (08:52):
Owen? Well, yeah, let's hope that Owen is successful, and
let's hope that he continues.
Speaker 3 (08:59):
I want him to be successful, and we encourage him
any way that we that we can.
Speaker 2 (09:05):
He's got some he's got some great parents behind him.
He's got great parents behind him, and that's that's half
the battle, Warren, Okay, so please stick with him and
and who knows what medical developments might come in during
his lifetime, which uh, we'll be able to help him
medically as well. I really enjoyed the call, Warren. There's
(09:28):
a side of you that I'd never really seen before,
So please continue to Yeah.
Speaker 3 (09:32):
I had to call. I had to call once I
heard Jennifer, Yeah, because she reminded me so much of
what my wife has gone through.
Speaker 2 (09:41):
Well, I'm sure that she has listened to your call
and that has supported her and that has given her,
I'm sure some additional strength as well.
Speaker 3 (09:49):
Warren, thank you, she's still listening. And just one more thing,
if if Jennifer is still listening, there is a there's
a website called Understood dog dot org. I think it's
either either dot com or dot dot org. And they
deal with like reading problems and they deal with stuff
(10:10):
like that. I mean they run commercials on on WBC.
So that's where I've heard it before.
Speaker 2 (10:18):
Yeah, yeah, well you know something it is. It's understood
dot org. Everyone deserves to be Understood, the leading nonprofit
empowering the seventy million people with learning and thinking differences
in the US A d h D, dyslexia, calcul calculea
language disorders, written expression disorder. So, Jennifer, if you're listening,
(10:41):
check it out understood dot org. There's a suggestion from
a fellow Nightside listener, war On, great, great call, Thank
you so much.
Speaker 3 (10:50):
Okay, Okay, thank you, my friend.
Speaker 2 (10:52):
Talk to you soon. I talk to you, okay, back right
after this on Nightside. Those that's an excellent important call
back on night.
Speaker 1 (11:00):
Side now bent to Dan Way live from the Window
World night Side Studios. I' WBZ News Radio.
Speaker 2 (11:10):
It's great call. Warren. Thank you very much and thank
you for that suggestion of understood dot Org. I hope
that anyone who has a child who's having some difficulty
in any of those areas that I talked about check
it out again. This is a private organization, it's a
nonprofit and it says that there's a lot of resources here.
(11:35):
Think about it. Let's go to Gary in Uber and
Gary Love to get your take on this.
Speaker 5 (11:40):
Go right ahead, Gary, Jane, I take it you're talking
about education, right.
Speaker 2 (11:45):
That's exactly what we're talking about. It's more specifically President
Trump's attempts to dismantle the federal Department of Education, which
only was founded in nineteen seventy nine. So we spent
about two hundred years without the benefit of the Department Education.
We spent a lot of money, and the Trump administration
says we haven't got much bang for our buck, and
(12:05):
that's why he feels all of this would be better
done if it was handled by the states. A greater
proportion of the resources were given to the states to
and have the states handle them well.
Speaker 5 (12:19):
Dan, I wanted to say two things. I'll get off
the phone real fast, because you got other people that
are going to attack the subject matter. I just wanted
to say in my own personal experience, when I was
in high school with myself, I couldn't comprehend algebra in
the middle of my junior year, and I used to
go to the bathroom crying like to myself and talking
to myself, what am I doing here? I forced myself
to quit because I could see my math teacher were
(12:40):
so frustrated to me that there was nobody to turn to,
and you needed that to pass high school. And so
that's what made me quit high school. You know, it's
kind of embarrassing just even mentioning it. You have an
opinion about that.
Speaker 2 (12:53):
Yeah, I got a question, not an opinion. My question
is did you ever go back and get your ged.
Speaker 5 (13:00):
I did not.
Speaker 2 (13:01):
I think you should.
Speaker 5 (13:04):
Well, yeah, I mean I could.
Speaker 2 (13:09):
I could. I could. I could spend an hour with you,
I'll bet you, and I could teach you algebra.
Speaker 6 (13:17):
Okay.
Speaker 5 (13:18):
And one last thing I want to say to you is.
Speaker 2 (13:21):
What I meant by what we say, just so you
know what I meant by that is this. Okay, when
you're in high school and you're fifteen or sixteen, algebra
can be overwhelming. Okay, algebra is simply uh, substituting letters
for numbers. But those letters have numerical values, and you
(13:44):
can you know, they can give you some simple problems
and start you off with a little bit of success.
So if they if they give you an algebraic formula
that says X plus three equals five, what is the
value of x? You know what the value of x is? Two? Right?
Speaker 5 (14:08):
Right? You just yeah? You finally nice.
Speaker 2 (14:11):
Yeah, So so two plus three is five. X plus
three is five. So therefore you subtract h three from
five and you say, okay, x must be two. Now,
if they say to you X plus y equals five,
(14:34):
X could be four, could be three, could be two,
could be one. It's impossible to know the answer to
that because you you have some variations in permeation permutations there. So,
all I'm you're saying is get your g ed. You
know you you're a smart guy. I'm stunned that that
you did that. You left high school. You're well spoken,
(14:56):
you're articulate. Get your g ed. Uh, it's not that hard.
Get that done, and then maybe pick up some community
college courses at night, and next thing you know, you'll
have a bunch of college credits and you'll pick up
a college degree in no time. I'm very serious when
(15:17):
I say this to you, Gary.
Speaker 5 (15:19):
And one last thing I think you were saying that
is have you ever had a show with any of
the teachers in the last few years, teachers or administration
about teaching the migrant students who just entered this country
we didn't speak any English at all, and how their
class went when all the other kids speak English, and
back and forth. I know you're interpret us, but have
you ever had a show like that?
Speaker 2 (15:40):
Never had a show like that? I can tell you
this that with the immigrant kids or the illegal kids
coming into classes, the teachers have to spend an inordinate
amount of time with kids who who justice so far behind.
I think that all of those kids, at whatever age
(16:01):
they come here, should be grouped separately, and there should
be special education teachers dealing with all of them until
they get their English somewhat proficient so they then can
rejoin whatever class they're in. That's part of the problem
that we've dealt with here, and a lot of kids
are in public schools. They have suffered as a consequence
(16:22):
of this. They are victims, victims of this, this wave
of illegal immigrants, because in our country, young people have
to be educated, whether they're citizens or not, and I
don't know that the public school systems are doing it correctly.
Speaker 5 (16:41):
You lover boring again, good job, thank.
Speaker 2 (16:43):
You, Thank you, Gary follow my advice. We appreciate it.
Let's keep rolling here. We're going to go next. Dorinas
in Chelsea. Dorian, welcome. You were next on Nightsiger.
Speaker 7 (16:51):
Right ahead, Hi Dan, how are you.
Speaker 2 (16:54):
I'm doing just great, Doreen.
Speaker 8 (16:56):
What's I heard about it on the news.
Speaker 7 (17:00):
About the President Trump about the education yep. And when
these teachers strike, I'll tell you the truth personally, I
see it on TV in the news. I don't believe
in the union striking. It hurts the children, number one.
Speaker 2 (17:20):
No question, no question. And by the way, by the way,
you know, Doreen, that it is illegal for public workers, teachers, police,
and fire to strike in the Comonwealth of Massachusetts. But
I guarantee you that if not this legislative session, the
next legislative session, the Massachusetts Teachers Association is going to
(17:44):
lobby to change the law as it pertains to teachers
at least and give them the right to strike. They
have struck many school systems, even though what they did
was illegal. Nobody ever went to jail. The only people
who lost for the kids.
Speaker 7 (18:05):
Well, the thing is, let's put it this way, Dan,
we know that teachers are not babysitters in the school system.
Speaker 2 (18:15):
They should know they.
Speaker 7 (18:16):
Should and the first respect of manners comes from the
parents of each household. Of course, my mother and father
taught me manners. You're supposed to say, yeah, thank you, please,
you're welcome, and so on. And the teachers are taken
(18:37):
on too many they want the parents want to take
the tea ask the teachers to take too many respect,
you know, teachings for their kids.
Speaker 2 (18:48):
Yeah, I think what no, I think what happens is
that many parents look at teachers in Latin what's called
ilocal parentees, that they are bringing their kids to school
and they haven't prepared them to go to school. Not
only they haven't prepared them academically, but they haven't prepared
(19:08):
them with those simple words like please and thank you,
yes sir, yes, ma'am. We have tolerated that in schools
and I think that has been a huge mistake, a
huge mistake, and we got rid of what was called
what was so called reform schools many years ago. And
what happens is you get the class clowns who become
(19:31):
the object of the teacher's attention and then becomes the
object of the kid's attention in the classroom, and no
one learns anything.
Speaker 7 (19:40):
No, and the class clowns and the trouble maker is disturbed.
The whole classroom and the ones are there that want
to learn something and move on is disrupted the whole
class It's happened to me when I was in school.
Speaker 2 (19:57):
Yep, all right, I'm up on my break. Well it
is not fair, Marina, or rather Dorian might break and
so I gotta let you go and we will talk soon.
Speaker 7 (20:08):
Okay, Yeah, thank you, Okay, thank you very much, my pleasure.
Speaker 2 (20:13):
Okay. One line at six one seven, two five four
ten thirty. Two lines at six one seven, nine three
one ten thirty Revering off a little bit here, because
President Trump has decided that it is time to basically
dismantle the Department of Education, and a lot of people
(20:34):
are very concerned and afraid. But it's not something you
need to be afraid of. This is a change that
might actually be for the better. Remember this we only
establish the Department of Education in nineteen seventy nine, meaning
(20:56):
this country stayed in business for over two hundred years
without a federal Department of Education. What we're doing simply
is going back to where it used to be. And
I think generally education prior to the Department of Education
was better in this country. All the statistics back that up.
(21:16):
We are way behind the rest of the world on
any score, any score, whether it's fourth grade, eighth grade,
tenth grade reading, or math, and our scores have not
gotten better. The more money we've spent from the federal level,
the worst than scores have been. Join the conversation. Agree
(21:37):
or disagree, but do not be afraid. This might be
a development that actually will improve education, because I think
it would be better at the local level and will
it will benefit everyone, teachers and students. That's what I believe.
You can agree or disagree on Nightside after this.
Speaker 1 (22:03):
Night Side with Dan Ray on Boston's News Radio.
Speaker 2 (22:09):
Well, let's pick the pace up, Jason and Waltham. Jason,
you're next on Night Side. We are talking about the
Department of Education being reduced dramatically, maybe even dismantled by
President Trump.
Speaker 9 (22:22):
Go right ahead, Hey, Hey, Dan, thank you for having man,
it's been a while.
Speaker 2 (22:27):
You're welcome.
Speaker 9 (22:28):
So I was born in Africa, so I look at
Eddy cushion different, right, Okay, So when I came to America,
it is just look at American system is great?
Speaker 5 (22:36):
Right?
Speaker 9 (22:37):
And when from me in Africa, you gotta pay tuition
from kinder gotten olvera to college. There's no go to
high school, get good grades. You got a scholarship, go
to college. We don't have that, right, So I can't
So America.
Speaker 2 (22:49):
What what what country? Jason? What what country did you
grow up in? If I could ask?
Speaker 9 (22:54):
I grew up in Uganda, in u Ganda.
Speaker 2 (22:57):
Okay, yeah, so.
Speaker 9 (22:58):
I can't want to come here. I can't wal them.
And I was so advanced in my math. The math
teacher had me teach my middle ear elementary school class
because students relate to another student better. So when I
was learning, uh E mentory? Oh was it your fractions?
And all that I was doing? I was doing calculus.
(23:18):
I was doing to be janitory.
Speaker 2 (23:21):
Right.
Speaker 9 (23:21):
I was doing a different level math compared to American system. Right,
So let me let me pass forward.
Speaker 2 (23:27):
Right.
Speaker 9 (23:28):
The American education system is based on teaching you how
to be an employer. Let me give you an example.
You was born, what your parents tall. You go to school,
get good grades, right, go to college. After college, get
a job working till sixty five. Hopefully you got good
health so you can enjoy the last twenty five years
of your life. Right of living if you're so security
for one kid, right, the dynamic exchange. These days, the
(23:50):
school system not teaching kids how to be business owners
or how to be employers. The teaching them how to
this program to be an employee.
Speaker 8 (24:00):
Right.
Speaker 9 (24:01):
So for example, as we know right now, you don't
have to go to college to be successful, but we're
still the same mentality. Oh my son or my daughter
has to go to colage to be successful. That's the
row mentality. I'm not saying what Trump is doing is
good or wrong, but one thing that American education system
has to change. All we do is producing employees, and
that when we're producing employees, employees are getting laid off
(24:24):
no matter. Back in the day, being a being in
tech was the being in tech on banking was a
dream job. These days it's not even a secure job
because you're getting laid off. So the American teacher systems
teaching you how to be an employee instead of being
an owner. They don't teach you about financial financial literature, literature.
Excuse you gotta as I don't know how to pronounce
(24:45):
the word financial literarey right, literally.
Speaker 2 (24:47):
Financial literacy literacy. That you've got the words, You've.
Speaker 9 (24:50):
Got it right, So they don't teach you about that.
You had to You had to graduate of college to
learn about that. In college, they teach you how to
how to be an employee, how to be own time,
how to take allders, how to deliver results. But how
about teach kids how to be an owner's employeers, bosses? Right,
you know how to go to college. I got an MBA.
(25:12):
That's the worst investment ever made in life. I met
a hundred thousand working for home depots, but all these
fortune five handred companies, fifty fortun fifty hundred companies. But
I left those companies because I felt like, where's my job.
All I'm doing is contributing to the owner's dreams. But
I'm not even chasing my own dreams. I'm not even
chasing my own dreams. You don't how to be I
(25:33):
got a friend in Orlando, We got kids tatle a
military school, in Oakridge, North Carolina. I used to be
in a private high school team. We got kicked out.
He went back to Lando. He joined our family timing business.
You know, every time I talked to him, I just
got a worker today. I just made two thousand dollars. Man,
I'm gonna go pick up my son and go to
the park or taking too Disney or taking to whatever. Right,
(25:54):
But he ain't. He ain't gonna college education. I got
an NBA. Every day I'm touching up my resume. How
can I get my How can I get ahead? How
can I get ahead? I'm blessed that I fell in
love with real estate and I got a way out.
So I left a hundred thousand dollars job as a
teacher Marx retail manager in South Bay. Well, I'm like,
(26:15):
you know what you keep you on a hundred thousand dollars.
I need to buy my time back. I need to
buy time freedom, school time, freedom, right, ify not your freedom.
So I'm not saying.
Speaker 2 (26:26):
Jason, Jason, I'm going to surprise you here. Okay. So, uh,
you grew up in Uganda? Right, Okay? Do you know
where kisorro is? Yes?
Speaker 9 (26:44):
Yes, I let the one I was told by I
know about it.
Speaker 2 (26:46):
Yes, okay, there's a school there. It's called the Anisasa
Parent School. A friend of mine runs a charity which
is called the kisser O Children's Foundation. We have my
wife and I have supported that charity now for about
(27:09):
ten or fifteen years.
Speaker 9 (27:12):
You get your mind's worth because all the corruption, I
hope you get your mine's worth ahead.
Speaker 2 (27:15):
Well, well, I can tell you that it is a
great school. It is an all girls school. And the
folks who are running this foundation, which is you know,
a charity here in Massachusetts, have been there on the ground.
(27:37):
And it's just funny that you had mentioned you Ganda.
I have no connection with you Ganda. I've never been
to you Ganda. But our friends are very committed to
you Ganda, and we I can tell you that that
that we support a school for girls in the in
(27:57):
the community. It's a it's a I'm not sure if
it's a city or a town, but it's ksorro k
I s o r o mm hmm. It's kind of
a small world. Isn't an adjacent he said?
Speaker 8 (28:09):
My world?
Speaker 9 (28:09):
But what I'm saying the American assistance, I'm not saying
what Trump is doing right, but you gotta change right.
It's like you don't have to yeah college, Yeah.
Speaker 2 (28:17):
If something's not working. Look, if something's not working, you
gotta change it. And I think he's gonna change it.
And let's say, I mean this country, as I've said,
we went for two hundred years. We never had a
federal Department of Education. I don't think it's produced great
results over the last forty five years. Let's let's shake
it up. Let's shake it up.
Speaker 9 (28:36):
My question is right for people like us who came
from Africa. I didn't know if I'm gonna give you
a Cooch story. I know, I know I got you
got other callers, right, I'm the first person to graduate
from college in my family, in my family in America,
I graduate, I got an NBA. I went, I went
to Wooster State. I graduated from Wooster State, and I
got an NBA from Colombia Southern Right. But when I
(28:59):
came to America, when I was in community college, I
used to get this calle net checks right, refunt checks.
So I didn't know about what was st loans. So
I'm telling my friends, you get paid to go to
American school. I didn't know this was student loans until
I had like a hundred thousand dollars. All I gotta
pay this money back. My uncle told me that my
brother call tell me that nobody knew right. So I'm like,
(29:21):
now a hundred thousand dollars are student. I'mbout I'm about
to write in my check. Was not do reals that
I got the money. But I'm saying not everybody's in
Jacent's shoes, right, So we got to stop telling our
kids you had to go to college to be successful.
Speaker 2 (29:34):
I don't know. We've talked with Jason. If you listen
to my show, you know that the college is great
for some people. It's not the right path for some people.
There are people, as you said, who become business owners there.
They owned plumbing businesses, electrical businesses, heating and vacuum cleaning businesses.
(29:56):
You're roofing businesses, construction companies, moving companies. They will never
be without an income, because that is what people mean.
Try to find a plumber in America. It's not easy.
Speaker 9 (30:12):
It is I'm I'm give I'm gonna give you a
career example before I get off, right. So, my friend
had a job in Orlando. He lives in Orlando. Right,
he went over a client's a client's house to change
a sinking a toilet. He took him an hour. He
charged one thousand dollars. The clients say, you charge me
a thousand dollars for what I mean. I'm not charging
from my time. I'm changing for my knowledge. The average
(30:32):
to make a thousand dollars of the adult dollars a day. Right,
even if it's even if you're a lawyer, you gotta
charge two hundred hours work five hours to make a
thousand dollars a day. He changed that toller in the
same Jason, you know what you.
Speaker 2 (30:43):
Have figured out the American dream, and I'm happy for you.
What year did you arrive here in America? Jason?
Speaker 9 (30:48):
If I could ask, I arrived in ninety seven. But
I start and I wish one day, I wish I
could meet you. I'll meet you wear in public when
you got a show, because I want to tell my
story because I came to America ninety seven by I
stuff on the wrong foot. Right my mom, how yeah,
my mom worked. My mom worked me moum wage in
California three hours back in nineteen ninety to bring up well.
Speaker 2 (31:07):
You know, Jason, let me let me do this. Hold
on for one second. Okay. We're going to do a
brunch with night side listeners on Sunday, April twenty seventh
at a restaurant in Westwood. Out of you're in in Waltham.
So you have an idea where Westwood is? Yeah yeah, yeah, yeah,
yeah yeah, and send me an email or Rob will
(31:29):
give you my direct line and I'll call you and
I'll tell you it's just there's no admission charge. We're
just going to have breakfast. There'll be probably sixty seventy
eighty people there and love to meet you. But robill
give you my directly, my direct line, and I'll call you.
I'll call you back. Leave a daytime phone number.
Speaker 9 (31:47):
Okay, thank you so much.
Speaker 2 (31:49):
Thanks Jason, great call. Don't hang up. Rob, give Jason
my direct line. We will take a break here on
Night's that. I got Rich in Mansfield, I got Peg
in New Hampshire, and I'd like to get you. The
only lines open right now are six one, seven nine.
If you call, I will get you in. I promise.
There's a guy who's worked hard, has come to America
at a late date. He wasn't born here, but he
(32:13):
is making it in America and that's what the country
is all about. That's a best that's a great call.
That is a great call. Coming right back on Nightside.
Speaker 1 (32:22):
Now back to Dan Ray Mine from the Window World
Nightside Studios on w b Z News Radio.
Speaker 2 (32:29):
Okay, let's keep rolling. You're going to go to Rich
in Mansfield. Rich, you were next on Nightside. Rich. Welcome.
Speaker 8 (32:34):
Yeah, good evening. I think there's a ton of money
being discovered in the education system going to NGO's you know,
run by hacks like the police chief's daughter in law, well,
the mayor's cousin, and extraordinary waste in their salaries. Administration.
(32:55):
There's not going to as a kid who deserve it. There's
no report god that they have. They just keep on
reeling in the money and getting bigger and batter and
there's no stopping and no measurement of what they will
really give the public. Number two, Uh, advanced students, the
(33:15):
smart kids that are going to be the engineers and
doctors that cut you open. There's no education classes for
advanced smart smart kids who get bored and become class
clowns because they're bored.
Speaker 5 (33:32):
So well.
Speaker 2 (33:33):
I know that I know that they're.
Speaker 8 (33:34):
They're your opinion, Well, I agree with.
Speaker 2 (33:38):
You that there's there's too much employment by government of politicians,
friends and family. There's no question about that. We've you know,
we've seen that for that's time immemorial. Uh And if
we can cut back on that, that's great in terms
of uh AP courses and the courses that will challenge
(34:01):
the particularly talented. It's funny when a kid shows great
athletic talent. Those kids are cultivated, they're put on high, better,
more competitive sports teams. All of that, they're looked at
as prize jewels. Some of them actually do go and
make a career of it. A lot most of them don't.
(34:22):
But in terms of the really bright kids, they often
teach to the middle. Teachers teach to the middle as
opposed to being able to teach to the exceptional kids
as well. I agree with you on both points, simple
as that.
Speaker 8 (34:37):
I wish they would be something better. You know, it
should be well by talking about it, by yeah.
Speaker 2 (34:44):
Oh absolutely, yeah no, but by talking about it and
by the points you made, there are people who are
hearing it, and there are people who think like you,
and they now say, hey, I'm not the only one.
This was a very valuable phone call, Rich, and very excellent.
Speaker 8 (35:01):
They have to go to town meeting or school committee
meeting and speak up what they think.
Speaker 2 (35:07):
Tell you what they have to do well. Rich. In
my opinion, they need to not only go to those meetings,
they need to run for those offices so that they're
conducting those meetings. Because a lot of times you get
the people up there who are looking. They're not looking
to make the schools better. They're not looking. They're looking.
That's their stepping stone to become a state rep. Then
to become this or whatever. They're sort of their quasi
(35:30):
professional politicians. Run for local offices make a difference, Rich,
I got pack lines, so I've got to let you go.
But yours was an extraordinary call and I appreciate it.
I helped you hear from you more.
Speaker 8 (35:42):
Thank you, Thank you later, sir, You're welcome.
Speaker 2 (35:45):
Good night Peg in New Hampshire. Peg, how are you.
Speaker 5 (35:49):
Hi, Dan?
Speaker 7 (35:49):
How are you doing?
Speaker 5 (35:50):
Happy spring?
Speaker 2 (35:52):
Yeah? Happy spring? The first full day of springs tomorrow.
We've had about nineteen hours of it so far. Peg,
tight on time. I don't want to cut your short.
Give me your take on this.
Speaker 6 (36:05):
I am very okay with him taking down the federal
laws on the Department of Education. And here is why
I could tell you a long story of twenty years
ago in my involvement because.
Speaker 5 (36:20):
Of a special needs child with.
Speaker 6 (36:24):
The school systems, and I finally pulled my child out
of school. And in Massachusetts we had school choice. And
I was living in Massachusetts at the time, and I
school choiced him. And something that people don't think about
or no, I would think that it's still true today.
So the money that.
Speaker 5 (36:44):
That was.
Speaker 6 (36:47):
Geared towards my child's education in the town that we
lived in was now deferred to another school system.
Speaker 2 (36:54):
And I think, which is did that help? Did that
help you?
Speaker 6 (37:00):
It helped? I had no, Yes, me, school choicing my
child was definitely a good choice, A good decision.
Speaker 2 (37:08):
Wouldn't have been nice if you could have used the
tax dollars that go with your child not only to
move to another public school, but maybe it also move
to a private school close to your home.
Speaker 6 (37:19):
Oh yeah, or or what I'm thinking in the back.
And I don't know politics, and I don't understand it.
I understand business a little bit, but what I'm thinking
is with President Trump putting the you know, cutting out
the Department of Education, that towns are going to take
(37:40):
more responsibility and they're going to have to and I
think that's going to start holding the town.
Speaker 2 (37:45):
Exactly exactly right of the money.
Speaker 5 (37:49):
This is what we need.
Speaker 2 (37:51):
Peg. I couldn't agree with you more. I got I
got three behind you, so I got to try to
give them a shot as well. Everybody's call on linked tonight,
Thank you so much. It was an two great calls here,
actually a bunch of great calls in the best It's
been the best hour of the night. Thanks Peg, Thanks
for being part of it.
Speaker 10 (38:08):
Have a good night.
Speaker 7 (38:08):
By now you two good night.
Speaker 2 (38:10):
Let me go to David. It wors to David. I
got two behind you. I want to hear what you
have to say, but just get right to it. Go
right ahead, David.
Speaker 10 (38:17):
Okay. I started teaching about sixteen years old. Education is
very you know, very important to me. But I just
want to say, you know, it's a good thing that
the president is seeing a problem with educational system. But
I should tell us what what what problem needs to
be changed, not to just damp it on Roxbury or
some poor area where some eleven year old would look
(38:40):
you in the eye and I experienced and asked me
when I said to me, you're such a brilliant student
in class, but you never do any homework. Why don't
you Why don't you do homework? And he said, he
asked me how much I was making as a teacher.
And then he pulled out three thousand dollars from his
pocket and said, you know, when I leave school, I
don't have time for homework. I go to my job.
(39:02):
I said, what do you come? Job do you do?
And I was new I was doing it in the
in the country and didn't know much about drug ging
this and that.
Speaker 2 (39:09):
He said, drug drug dealer. Huh, yeah, I have a.
Speaker 10 (39:12):
Walked I'm a walkie talkie and I stigned on the
roof and I give, I give, I give my guy,
my gang members, my gang family. I heads up when
I say it for this cut coming, and this is
just my cut. They make a lot more money than me,
but I make three times. I make many more times,
many more times.
Speaker 2 (39:28):
Well, that's that's a terrifying That is a terrifying story. David.
I wish you would call me earlier so we can
talk longer. You haven't called in a while. I've missed
your call, so come on back soon.
Speaker 10 (39:40):
Okay. There's a reason why I haven't called, but I
just wanted to say, you know, I wish I wish
you would put the present, will point out what needs
to be changed and how it can be solved, rather than.
Speaker 2 (39:51):
Just okay, well, well we will do that in subsequent shows,
and I want you to participate. Thank you, David. Okay,
have a great night. Okay, Paul and pa. With that,
I want to give you Paul and Brian is shot.
Take it away, Paul, give it me quickly.
Speaker 5 (40:06):
Hi, Dan. I just wanted to bring up, you know,
why the Department of Education was formed. And I'm not
advocating that it should still stay in a distance, but
it came out of the era of bossing and civil rights,
all these poor schools down in self segregation, all that
sort of thing. So it was a federal response to that.
(40:29):
And and you know Jimmy Catter, he came from down
south here all the backyard we had all these Maybe.
Speaker 2 (40:37):
Maybe after forty five years, their work is done and
now it's time to return. I look at schools. I
see schools all over the country. We've spent a lot
of money building schools all over the country. Absolutely, it
was necessary, but maybe the time has passed. Okay, you
never know. Let's see what happens. You bet all right,
(40:58):
call earlier. Thank you very much. And Franklin, Brian, I
can give you maybe ten seconds. You're the last call
of the night. You want to say something quickly?
Speaker 11 (41:05):
Yeah, sure, yeah. So I'm from Franklin, birthplace of horse Man,
father of public education, also an alumni of Bridgewater State University.
And so I heard you earlier talking about AI. So
while I was listening to you, I had a debate
with my AI talking about what Horseman would think about
this situation, and he was likely champion a strong federal war.
Speaker 2 (41:28):
Okay, fair enough, Brian, I'm done. I'm done. We went
thirty seconds. I got to end the night. I got
to end the calls. All dogs, all cats. First of all,
thanks Mariita, Thanks thanks Rob. All dogs, all cats, all
pets go to heaven. That's why Pal Charlie Rays, who
passed fifteen years ago in February. That's why your pets
are who had passed. They loved you, You love them.
You'll see the beginning. Have a great Friday, everyone,
It's a nice size undoing. Boston's news radio.
Speaker 2 (00:06):
Tiger Dan Watkins. We've spent an hour talking about President
Trump's efforts or his intention, to dismantle much of the
Department of Education and return the responsibilities of educating our
young people to the States. I think it's a good idea.
(00:26):
Harvey Silverglate thinks it's a pretty good idea as well.
I think Eileen agreed with that, and we talked to
some others last hour, So if you'd like to continue
to talk about that, great. As I've often said, I
think we all have an interest even if you don't
have kids or grandkids in public schools, and for that matter,
(00:46):
in all schools, but particularly public schools, because you're paying
for public schools with your tax dollars, and you're also
paying for charter schools, which are kind of a quasi
public private schools. You're not paying for the private schools
in your community. But we should be all interested in
seeing kids get an education. And I think that the
(01:06):
daughter that Jennifer talked about, who was in the seventh
grade and now reading at the third grade level, that's horrible.
There was ways to help that young girl read at
the seventh grade level. There should be special education teachers
available for her, But it sounds as if she's spent
(01:26):
more time with administrators telling her why her daughter could
not be accommodator, why she and her family could not
be accommodated. So let's continue with this. If you'd like
to comment to what Harvey Silverglade had to say. Harvey
is a big supporter of unions, but not unions in
the public sector. You know, unions in the public sector
in Massachusetts are not allowed to strike, which of course
(01:49):
is the ultimate leverage that a union, any union public private,
has it with their employer. Been teacher strikes nonetheless illegal
teacher strikes here in Massachusetts. We saw some last year
last January and Newton I think it was a three
week strike, nearly a three week strike, and today and
(02:11):
this year in some communities north of Boston. And I
believe that the Teachers Junior the mass Teachers Association, is
going to attempt legislatively to get the right to strike.
When that happens, that's going to hurt I think it's
going to hurt students more than anything, in my opinion.
(02:32):
Let me go first to Warren in Vaull River Warren,
thank you for holding over. I know it was quite
a weight. I appreciate it very much. Warre on your
thoughts on.
Speaker 3 (02:41):
All of this, Yeah, no problem, Dan, Yeah, I got
a story for you. Like, my son has.
Speaker 4 (02:48):
Autism, all right, and he also has a DHD anxiety
depression a whole slew e things, all right, And you know,
he's twenty.
Speaker 3 (02:59):
Two, he graduated high school. He needs going to college.
But you know, at first he was going to a
Catholic school, all right, and they just basically told us,
you know that they didn't have the resources, you know,
the handle of you know, a kid with autism and
(03:21):
you know, with with with what he had. And then
we went to the public school, public school. He went
there two weeks, all right, and then we had to go,
you know, we went.
Speaker 2 (03:34):
What what at what age? By the way, did he
transfer to the public school? Uh?
Speaker 1 (03:40):
Was?
Speaker 3 (03:40):
What was that?
Speaker 2 (03:41):
How old was he when he left the Catholic school?
Speaker 5 (03:44):
In public school?
Speaker 3 (03:45):
Two weeks?
Speaker 2 (03:47):
Two weeks?
Speaker 3 (03:48):
And they basically said, yeah, we we don't have any
resources for HIV.
Speaker 2 (03:54):
Right Warren. Warren just for one second asked the question,
when your son transferred into the public school, how old
was he at that?
Speaker 3 (04:03):
Time, he was probably sixteen, okay, you fifteen, sixteen, and
he actually got held back a year so because just
you know, because of all the problems he felt behind
being transferred from all the schools and all stuff like that.
(04:25):
And we finally found a charter school and yeah, that
was a saving grace. You know, they they had the
resources and he got actually on education. But unfortunately COVID
hit and so you know, he had to do the
zoom call you know, every day and all stuff like that.
(04:47):
And if it wasn't for our dog, and you know,
I know that you love your dog. You know, you
love your dog. Sure, yeah, if it wasn't for our dog,
you know, he probably wouldn't have made it because you know,
that dog stayed on camera with him. He did never
(05:09):
left the side, He never left his side.
Speaker 2 (05:12):
So how's your son doing? Now? What's your son doing now? Warren?
Speaker 3 (05:16):
He's in college, he's in the community college local. He's
still struggling, he he he. You know, we're trying to
get him on disability and you know, good luck with that.
I mean it's sort of like all these government officials,
like all these administrators talk talk talk, you know, and
the thing with the school system, all these administrations, all
(05:38):
these administrators talk talk talk, but good luck trying to
find help. Good luck trying to find help. My my wife,
I mean, what was it, kim or you know from.
Speaker 2 (05:50):
The previous hour, Jennifer.
Speaker 3 (05:52):
Well you know what you know, the you know, the
woman that was dead tired.
Speaker 2 (05:57):
You know her name, Warren was Jennifer from Brockton.
Speaker 3 (06:03):
Oh, Jennifer, Jennifer. I couldn't remember. But anyways, Jennifer, you know, yeah,
my wife was. My wife is the same way, trying
to get him help and good luck, and it's you know,
you know, she's she has she has folders and folders
of paperwork and this and that, and you know, trying
(06:26):
to get doctors hands.
Speaker 2 (06:28):
Well, Warren, obviously you you and your wife have have
done a lot of work for you. Is is your
son your only child?
Speaker 3 (06:38):
He's my only child? Yeah, And and I'm just saying
it is you know, I mean, administrators are the problem.
You know, there's too many a ministry, there's there's too
many chiefs and not enough Indians. Harvey nailed it on
the head. It's it's the unions, you know, because they
(07:02):
wield way too much power. There's way too many minute administrators.
Speaker 2 (07:08):
Let's let me ask you. Let me ask you a
tough question. Okay, Uh, what sort of work will your
son be able to do? Obviously, one of the great
things that all of us worry about is will our
kids be happy? Will our kids be productive? He's in
community college. Hopefully he'll be able to take those credits
(07:31):
and uh and and get a college degree. Doesn't what
does he have an interest in doing? What? What?
Speaker 3 (07:38):
What he wants to do? He wants to do game
coding for video games, and he's very good at it.
He's very good at it, and I wish were we
encourage him the best. I mean I actually not last year,
but the year before I went out and I spent
(08:00):
you know, almost four thousand dollars to get him a
gaming computer.
Speaker 2 (08:05):
Well, I'll tell you this, there's there's a lot of
there's a lot of these startup companies out there that
are coming up with these games. And it's a it's
it's a great if he has that ability. I have
a tough time turning my computer on. So, uh, we
all have our own No, but I'm saying we all
(08:26):
have our intelligence. Some people have athletic intelligence, some people
have our artistic intelligence. Some people have have a variety
of intelligence. Uh, you know, none of us have it all.
I have no mechanical aptitude and the only ability that
I have is to somewhat talk a little bit, and
that's how I've made my way. And hopefully your son
(08:48):
what's your son's first name, Waren, what's his first name?
Speaker 3 (08:51):
Owen?
Speaker 2 (08:52):
Owen? Well, yeah, let's hope that Owen is successful, and
let's hope that he continues.
Speaker 3 (08:59):
I want him to be successful, and we encourage him
any way that we that we can.
Speaker 2 (09:05):
He's got some he's got some great parents behind him.
He's got great parents behind him, and that's that's half
the battle, Warren, Okay, so please stick with him and
and who knows what medical developments might come in during
his lifetime, which uh, we'll be able to help him
medically as well. I really enjoyed the call, Warren. There's
(09:28):
a side of you that I'd never really seen before,
So please continue to Yeah.
Speaker 3 (09:32):
I had to call. I had to call once I
heard Jennifer, Yeah, because she reminded me so much of
what my wife has gone through.
Speaker 2 (09:41):
Well, I'm sure that she has listened to your call
and that has supported her and that has given her,
I'm sure some additional strength as well.
Speaker 3 (09:49):
Warren, thank you, she's still listening. And just one more thing,
if if Jennifer is still listening, there is a there's
a website called Understood dog dot org. I think it's
either either dot com or dot dot org. And they
deal with like reading problems and they deal with stuff
(10:10):
like that. I mean they run commercials on on WBC.
So that's where I've heard it before.
Speaker 2 (10:18):
Yeah, yeah, well you know something it is. It's understood
dot org. Everyone deserves to be Understood, the leading nonprofit
empowering the seventy million people with learning and thinking differences
in the US A d h D, dyslexia, calcul calculea
language disorders, written expression disorder. So, Jennifer, if you're listening,
(10:41):
check it out understood dot org. There's a suggestion from
a fellow Nightside listener, war On, great, great call, Thank
you so much.
Speaker 3 (10:50):
Okay, Okay, thank you, my friend.
Speaker 2 (10:52):
Talk to you soon. I talk to you, okay, back right
after this on Nightside. Those that's an excellent important call
back on night.
Speaker 1 (11:00):
Side now bent to Dan Way live from the Window
World night Side Studios. I' WBZ News Radio.
Speaker 2 (11:10):
It's great call. Warren. Thank you very much and thank
you for that suggestion of understood dot Org. I hope
that anyone who has a child who's having some difficulty
in any of those areas that I talked about check
it out again. This is a private organization, it's a
nonprofit and it says that there's a lot of resources here.
(11:35):
Think about it. Let's go to Gary in Uber and
Gary Love to get your take on this.
Speaker 5 (11:40):
Go right ahead, Gary, Jane, I take it you're talking
about education, right.
Speaker 2 (11:45):
That's exactly what we're talking about. It's more specifically President
Trump's attempts to dismantle the federal Department of Education, which
only was founded in nineteen seventy nine. So we spent
about two hundred years without the benefit of the Department Education.
We spent a lot of money, and the Trump administration
says we haven't got much bang for our buck, and
(12:05):
that's why he feels all of this would be better
done if it was handled by the states. A greater
proportion of the resources were given to the states to
and have the states handle them well.
Speaker 5 (12:19):
Dan, I wanted to say two things. I'll get off
the phone real fast, because you got other people that
are going to attack the subject matter. I just wanted
to say in my own personal experience, when I was
in high school with myself, I couldn't comprehend algebra in
the middle of my junior year, and I used to
go to the bathroom crying like to myself and talking
to myself, what am I doing here? I forced myself
to quit because I could see my math teacher were
(12:40):
so frustrated to me that there was nobody to turn to,
and you needed that to pass high school. And so
that's what made me quit high school. You know, it's
kind of embarrassing just even mentioning it. You have an
opinion about that.
Speaker 2 (12:53):
Yeah, I got a question, not an opinion. My question
is did you ever go back and get your ged.
Speaker 5 (13:00):
I did not.
Speaker 2 (13:01):
I think you should.
Speaker 5 (13:04):
Well, yeah, I mean I could.
Speaker 2 (13:09):
I could. I could. I could spend an hour with you,
I'll bet you, and I could teach you algebra.
Speaker 6 (13:17):
Okay.
Speaker 5 (13:18):
And one last thing I want to say to you is.
Speaker 2 (13:21):
What I meant by what we say, just so you
know what I meant by that is this. Okay, when
you're in high school and you're fifteen or sixteen, algebra
can be overwhelming. Okay, algebra is simply uh, substituting letters
for numbers. But those letters have numerical values, and you
(13:44):
can you know, they can give you some simple problems
and start you off with a little bit of success.
So if they if they give you an algebraic formula
that says X plus three equals five, what is the
value of x? You know what the value of x is? Two? Right?
Speaker 5 (14:08):
Right? You just yeah? You finally nice.
Speaker 2 (14:11):
Yeah, So so two plus three is five. X plus
three is five. So therefore you subtract h three from
five and you say, okay, x must be two. Now,
if they say to you X plus y equals five,
(14:34):
X could be four, could be three, could be two,
could be one. It's impossible to know the answer to
that because you you have some variations in permeation permutations there. So,
all I'm you're saying is get your g ed. You
know you you're a smart guy. I'm stunned that that
you did that. You left high school. You're well spoken,
(14:56):
you're articulate. Get your g ed. Uh, it's not that hard.
Get that done, and then maybe pick up some community
college courses at night, and next thing you know, you'll
have a bunch of college credits and you'll pick up
a college degree in no time. I'm very serious when
(15:17):
I say this to you, Gary.
Speaker 5 (15:19):
And one last thing I think you were saying that
is have you ever had a show with any of
the teachers in the last few years, teachers or administration
about teaching the migrant students who just entered this country
we didn't speak any English at all, and how their
class went when all the other kids speak English, and
back and forth. I know you're interpret us, but have
you ever had a show like that?
Speaker 2 (15:40):
Never had a show like that? I can tell you
this that with the immigrant kids or the illegal kids
coming into classes, the teachers have to spend an inordinate
amount of time with kids who who justice so far behind.
I think that all of those kids, at whatever age
(16:01):
they come here, should be grouped separately, and there should
be special education teachers dealing with all of them until
they get their English somewhat proficient so they then can
rejoin whatever class they're in. That's part of the problem
that we've dealt with here, and a lot of kids
are in public schools. They have suffered as a consequence
(16:22):
of this. They are victims, victims of this, this wave
of illegal immigrants, because in our country, young people have
to be educated, whether they're citizens or not, and I
don't know that the public school systems are doing it correctly.
Speaker 5 (16:41):
You lover boring again, good job, thank.
Speaker 2 (16:43):
You, Thank you, Gary follow my advice. We appreciate it.
Let's keep rolling here. We're going to go next. Dorinas
in Chelsea. Dorian, welcome. You were next on Nightsiger.
Speaker 7 (16:51):
Right ahead, Hi Dan, how are you.
Speaker 2 (16:54):
I'm doing just great, Doreen.
Speaker 8 (16:56):
What's I heard about it on the news.
Speaker 7 (17:00):
About the President Trump about the education yep. And when
these teachers strike, I'll tell you the truth personally, I
see it on TV in the news. I don't believe
in the union striking. It hurts the children, number one.
Speaker 2 (17:20):
No question, no question. And by the way, by the way,
you know, Doreen, that it is illegal for public workers, teachers, police,
and fire to strike in the Comonwealth of Massachusetts. But
I guarantee you that if not this legislative session, the
next legislative session, the Massachusetts Teachers Association is going to
(17:44):
lobby to change the law as it pertains to teachers
at least and give them the right to strike. They
have struck many school systems, even though what they did
was illegal. Nobody ever went to jail. The only people
who lost for the kids.
Speaker 7 (18:05):
Well, the thing is, let's put it this way, Dan,
we know that teachers are not babysitters in the school system.
Speaker 2 (18:15):
They should know they.
Speaker 7 (18:16):
Should and the first respect of manners comes from the
parents of each household. Of course, my mother and father
taught me manners. You're supposed to say, yeah, thank you, please,
you're welcome, and so on. And the teachers are taken
(18:37):
on too many they want the parents want to take
the tea ask the teachers to take too many respect,
you know, teachings for their kids.
Speaker 2 (18:48):
Yeah, I think what no, I think what happens is
that many parents look at teachers in Latin what's called
ilocal parentees, that they are bringing their kids to school
and they haven't prepared them to go to school. Not
only they haven't prepared them academically, but they haven't prepared
(19:08):
them with those simple words like please and thank you,
yes sir, yes, ma'am. We have tolerated that in schools
and I think that has been a huge mistake, a
huge mistake, and we got rid of what was called
what was so called reform schools many years ago. And
what happens is you get the class clowns who become
(19:31):
the object of the teacher's attention and then becomes the
object of the kid's attention in the classroom, and no
one learns anything.
Speaker 7 (19:40):
No, and the class clowns and the trouble maker is disturbed.
The whole classroom and the ones are there that want
to learn something and move on is disrupted the whole
class It's happened to me when I was in school.
Speaker 2 (19:57):
Yep, all right, I'm up on my break. Well it
is not fair, Marina, or rather Dorian might break and
so I gotta let you go and we will talk soon.
Speaker 7 (20:08):
Okay, Yeah, thank you, Okay, thank you very much, my pleasure.
Speaker 2 (20:13):
Okay. One line at six one seven, two five four
ten thirty. Two lines at six one seven, nine three
one ten thirty Revering off a little bit here, because
President Trump has decided that it is time to basically
dismantle the Department of Education, and a lot of people
(20:34):
are very concerned and afraid. But it's not something you
need to be afraid of. This is a change that
might actually be for the better. Remember this we only
establish the Department of Education in nineteen seventy nine, meaning
(20:56):
this country stayed in business for over two hundred years
without a federal Department of Education. What we're doing simply
is going back to where it used to be. And
I think generally education prior to the Department of Education
was better in this country. All the statistics back that up.
(21:16):
We are way behind the rest of the world on
any score, any score, whether it's fourth grade, eighth grade,
tenth grade reading, or math, and our scores have not
gotten better. The more money we've spent from the federal level,
the worst than scores have been. Join the conversation. Agree
(21:37):
or disagree, but do not be afraid. This might be
a development that actually will improve education, because I think
it would be better at the local level and will
it will benefit everyone, teachers and students. That's what I believe.
You can agree or disagree on Nightside after this.
Speaker 1 (22:03):
Night Side with Dan Ray on Boston's News Radio.
Speaker 2 (22:09):
Well, let's pick the pace up, Jason and Waltham. Jason,
you're next on Night Side. We are talking about the
Department of Education being reduced dramatically, maybe even dismantled by
President Trump.
Speaker 9 (22:22):
Go right ahead, Hey, Hey, Dan, thank you for having man,
it's been a while.
Speaker 2 (22:27):
You're welcome.
Speaker 9 (22:28):
So I was born in Africa, so I look at
Eddy cushion different, right, Okay, So when I came to America,
it is just look at American system is great?
Speaker 5 (22:36):
Right?
Speaker 9 (22:37):
And when from me in Africa, you gotta pay tuition
from kinder gotten olvera to college. There's no go to
high school, get good grades. You got a scholarship, go
to college. We don't have that, right, So I can't
So America.
Speaker 2 (22:49):
What what what country? Jason? What what country did you
grow up in? If I could ask?
Speaker 9 (22:54):
I grew up in Uganda, in u Ganda.
Speaker 2 (22:57):
Okay, yeah, so.
Speaker 9 (22:58):
I can't want to come here. I can't wal them.
And I was so advanced in my math. The math
teacher had me teach my middle ear elementary school class
because students relate to another student better. So when I
was learning, uh E mentory? Oh was it your fractions?
And all that I was doing? I was doing calculus.
(23:18):
I was doing to be janitory.
Speaker 2 (23:21):
Right.
Speaker 9 (23:21):
I was doing a different level math compared to American system. Right,
So let me let me pass forward.
Speaker 2 (23:27):
Right.
Speaker 9 (23:28):
The American education system is based on teaching you how
to be an employer. Let me give you an example.
You was born, what your parents tall. You go to school,
get good grades, right, go to college. After college, get
a job working till sixty five. Hopefully you got good
health so you can enjoy the last twenty five years
of your life. Right of living if you're so security
for one kid, right, the dynamic exchange. These days, the
(23:50):
school system not teaching kids how to be business owners
or how to be employers. The teaching them how to
this program to be an employee.
Speaker 8 (24:00):
Right.
Speaker 9 (24:01):
So for example, as we know right now, you don't
have to go to college to be successful, but we're
still the same mentality. Oh my son or my daughter
has to go to colage to be successful. That's the
row mentality. I'm not saying what Trump is doing is
good or wrong, but one thing that American education system
has to change. All we do is producing employees, and
that when we're producing employees, employees are getting laid off
(24:24):
no matter. Back in the day, being a being in
tech was the being in tech on banking was a
dream job. These days it's not even a secure job
because you're getting laid off. So the American teacher systems
teaching you how to be an employee instead of being
an owner. They don't teach you about financial financial literature, literature.
Excuse you gotta as I don't know how to pronounce
(24:45):
the word financial literarey right, literally.
Speaker 2 (24:47):
Financial literacy literacy. That you've got the words, You've.
Speaker 9 (24:50):
Got it right, So they don't teach you about that.
You had to You had to graduate of college to
learn about that. In college, they teach you how to
how to be an employee, how to be own time,
how to take allders, how to deliver results. But how
about teach kids how to be an owner's employeers, bosses? Right,
you know how to go to college. I got an MBA.
(25:12):
That's the worst investment ever made in life. I met
a hundred thousand working for home depots, but all these
fortune five handred companies, fifty fortun fifty hundred companies. But
I left those companies because I felt like, where's my job.
All I'm doing is contributing to the owner's dreams. But
I'm not even chasing my own dreams. I'm not even
chasing my own dreams. You don't how to be I
(25:33):
got a friend in Orlando, We got kids tatle a
military school, in Oakridge, North Carolina. I used to be
in a private high school team. We got kicked out.
He went back to Lando. He joined our family timing business.
You know, every time I talked to him, I just
got a worker today. I just made two thousand dollars. Man,
I'm gonna go pick up my son and go to
the park or taking too Disney or taking to whatever. Right,
(25:54):
But he ain't. He ain't gonna college education. I got
an NBA. Every day I'm touching up my resume. How
can I get my How can I get ahead? How
can I get ahead? I'm blessed that I fell in
love with real estate and I got a way out.
So I left a hundred thousand dollars job as a
teacher Marx retail manager in South Bay. Well, I'm like,
(26:15):
you know what you keep you on a hundred thousand dollars.
I need to buy my time back. I need to
buy time freedom, school time, freedom, right, ify not your freedom.
So I'm not saying.
Speaker 2 (26:26):
Jason, Jason, I'm going to surprise you here. Okay. So, uh,
you grew up in Uganda? Right, Okay? Do you know
where kisorro is? Yes?
Speaker 9 (26:44):
Yes, I let the one I was told by I
know about it.
Speaker 2 (26:46):
Yes, okay, there's a school there. It's called the Anisasa
Parent School. A friend of mine runs a charity which
is called the kisser O Children's Foundation. We have my
wife and I have supported that charity now for about
(27:09):
ten or fifteen years.
Speaker 9 (27:12):
You get your mind's worth because all the corruption, I
hope you get your mine's worth ahead.
Speaker 2 (27:15):
Well, well, I can tell you that it is a
great school. It is an all girls school. And the
folks who are running this foundation, which is you know,
a charity here in Massachusetts, have been there on the ground.
(27:37):
And it's just funny that you had mentioned you Ganda.
I have no connection with you Ganda. I've never been
to you Ganda. But our friends are very committed to
you Ganda, and we I can tell you that that
that we support a school for girls in the in
(27:57):
the community. It's a it's a I'm not sure if
it's a city or a town, but it's ksorro k
I s o r o mm hmm. It's kind of
a small world. Isn't an adjacent he said?
Speaker 8 (28:09):
My world?
Speaker 9 (28:09):
But what I'm saying the American assistance, I'm not saying
what Trump is doing right, but you gotta change right.
It's like you don't have to yeah college, Yeah.
Speaker 2 (28:17):
If something's not working. Look, if something's not working, you
gotta change it. And I think he's gonna change it.
And let's say, I mean this country, as I've said,
we went for two hundred years. We never had a
federal Department of Education. I don't think it's produced great
results over the last forty five years. Let's let's shake
it up. Let's shake it up.
Speaker 9 (28:36):
My question is right for people like us who came
from Africa. I didn't know if I'm gonna give you
a Cooch story. I know, I know I got you
got other callers, right, I'm the first person to graduate
from college in my family, in my family in America,
I graduate, I got an NBA. I went, I went
to Wooster State. I graduated from Wooster State, and I
got an NBA from Colombia Southern Right. But when I
(28:59):
came to America, when I was in community college, I
used to get this calle net checks right, refunt checks.
So I didn't know about what was st loans. So
I'm telling my friends, you get paid to go to
American school. I didn't know this was student loans until
I had like a hundred thousand dollars. All I gotta
pay this money back. My uncle told me that my
brother call tell me that nobody knew right. So I'm like,
(29:21):
now a hundred thousand dollars are student. I'mbout I'm about
to write in my check. Was not do reals that
I got the money. But I'm saying not everybody's in
Jacent's shoes, right, So we got to stop telling our
kids you had to go to college to be successful.
Speaker 2 (29:34):
I don't know. We've talked with Jason. If you listen
to my show, you know that the college is great
for some people. It's not the right path for some people.
There are people, as you said, who become business owners there.
They owned plumbing businesses, electrical businesses, heating and vacuum cleaning businesses.
(29:56):
You're roofing businesses, construction companies, moving companies. They will never
be without an income, because that is what people mean.
Try to find a plumber in America. It's not easy.
Speaker 9 (30:12):
It is I'm I'm give I'm gonna give you a
career example before I get off, right. So, my friend
had a job in Orlando. He lives in Orlando. Right,
he went over a client's a client's house to change
a sinking a toilet. He took him an hour. He
charged one thousand dollars. The clients say, you charge me
a thousand dollars for what I mean. I'm not charging
from my time. I'm changing for my knowledge. The average
(30:32):
to make a thousand dollars of the adult dollars a day. Right,
even if it's even if you're a lawyer, you gotta
charge two hundred hours work five hours to make a
thousand dollars a day. He changed that toller in the
same Jason, you know what you.
Speaker 2 (30:43):
Have figured out the American dream, and I'm happy for you.
What year did you arrive here in America? Jason?
Speaker 9 (30:48):
If I could ask, I arrived in ninety seven. But
I start and I wish one day, I wish I
could meet you. I'll meet you wear in public when
you got a show, because I want to tell my
story because I came to America ninety seven by I
stuff on the wrong foot. Right my mom, how yeah,
my mom worked. My mom worked me moum wage in
California three hours back in nineteen ninety to bring up well.
Speaker 2 (31:07):
You know, Jason, let me let me do this. Hold
on for one second. Okay. We're going to do a
brunch with night side listeners on Sunday, April twenty seventh
at a restaurant in Westwood. Out of you're in in Waltham.
So you have an idea where Westwood is? Yeah yeah, yeah, yeah,
yeah yeah, and send me an email or Rob will
(31:29):
give you my direct line and I'll call you and
I'll tell you it's just there's no admission charge. We're
just going to have breakfast. There'll be probably sixty seventy
eighty people there and love to meet you. But robill
give you my directly, my direct line, and I'll call you.
I'll call you back. Leave a daytime phone number.
Speaker 9 (31:47):
Okay, thank you so much.
Speaker 2 (31:49):
Thanks Jason, great call. Don't hang up. Rob, give Jason
my direct line. We will take a break here on
Night's that. I got Rich in Mansfield, I got Peg
in New Hampshire, and I'd like to get you. The
only lines open right now are six one, seven nine.
If you call, I will get you in. I promise.
There's a guy who's worked hard, has come to America
at a late date. He wasn't born here, but he
(32:13):
is making it in America and that's what the country
is all about. That's a best that's a great call.
That is a great call. Coming right back on Nightside.
Speaker 1 (32:22):
Now back to Dan Ray Mine from the Window World
Nightside Studios on w b Z News Radio.
Speaker 2 (32:29):
Okay, let's keep rolling. You're going to go to Rich
in Mansfield. Rich, you were next on Nightside. Rich. Welcome.
Speaker 8 (32:34):
Yeah, good evening. I think there's a ton of money
being discovered in the education system going to NGO's you know,
run by hacks like the police chief's daughter in law, well,
the mayor's cousin, and extraordinary waste in their salaries. Administration.
(32:55):
There's not going to as a kid who deserve it. There's
no report god that they have. They just keep on
reeling in the money and getting bigger and batter and
there's no stopping and no measurement of what they will
really give the public. Number two, Uh, advanced students, the
(33:15):
smart kids that are going to be the engineers and
doctors that cut you open. There's no education classes for
advanced smart smart kids who get bored and become class
clowns because they're bored.
Speaker 5 (33:32):
So well.
Speaker 2 (33:33):
I know that I know that they're.
Speaker 8 (33:34):
They're your opinion, Well, I agree with.
Speaker 2 (33:38):
You that there's there's too much employment by government of politicians,
friends and family. There's no question about that. We've you know,
we've seen that for that's time immemorial. Uh And if
we can cut back on that, that's great in terms
of uh AP courses and the courses that will challenge
(34:01):
the particularly talented. It's funny when a kid shows great
athletic talent. Those kids are cultivated, they're put on high, better,
more competitive sports teams. All of that, they're looked at
as prize jewels. Some of them actually do go and
make a career of it. A lot most of them don't.
(34:22):
But in terms of the really bright kids, they often
teach to the middle. Teachers teach to the middle as
opposed to being able to teach to the exceptional kids
as well. I agree with you on both points, simple
as that.
Speaker 8 (34:37):
I wish they would be something better. You know, it
should be well by talking about it, by yeah.
Speaker 2 (34:44):
Oh absolutely, yeah no, but by talking about it and
by the points you made, there are people who are
hearing it, and there are people who think like you,
and they now say, hey, I'm not the only one.
This was a very valuable phone call, Rich, and very excellent.
Speaker 8 (35:01):
They have to go to town meeting or school committee
meeting and speak up what they think.
Speaker 2 (35:07):
Tell you what they have to do well. Rich. In
my opinion, they need to not only go to those meetings,
they need to run for those offices so that they're
conducting those meetings. Because a lot of times you get
the people up there who are looking. They're not looking
to make the schools better. They're not looking. They're looking.
That's their stepping stone to become a state rep. Then
to become this or whatever. They're sort of their quasi
(35:30):
professional politicians. Run for local offices make a difference, Rich,
I got pack lines, so I've got to let you go.
But yours was an extraordinary call and I appreciate it.
I helped you hear from you more.
Speaker 8 (35:42):
Thank you, Thank you later, sir, You're welcome.
Speaker 2 (35:45):
Good night Peg in New Hampshire. Peg, how are you.
Speaker 5 (35:49):
Hi, Dan?
Speaker 7 (35:49):
How are you doing?
Speaker 5 (35:50):
Happy spring?
Speaker 2 (35:52):
Yeah? Happy spring? The first full day of springs tomorrow.
We've had about nineteen hours of it so far. Peg,
tight on time. I don't want to cut your short.
Give me your take on this.
Speaker 6 (36:05):
I am very okay with him taking down the federal
laws on the Department of Education. And here is why
I could tell you a long story of twenty years
ago in my involvement because.
Speaker 5 (36:20):
Of a special needs child with.
Speaker 6 (36:24):
The school systems, and I finally pulled my child out
of school. And in Massachusetts we had school choice. And
I was living in Massachusetts at the time, and I
school choiced him. And something that people don't think about
or no, I would think that it's still true today.
So the money that.
Speaker 5 (36:44):
That was.
Speaker 6 (36:47):
Geared towards my child's education in the town that we
lived in was now deferred to another school system.
Speaker 2 (36:54):
And I think, which is did that help? Did that
help you?
Speaker 6 (37:00):
It helped? I had no, Yes, me, school choicing my
child was definitely a good choice, A good decision.
Speaker 2 (37:08):
Wouldn't have been nice if you could have used the
tax dollars that go with your child not only to
move to another public school, but maybe it also move
to a private school close to your home.
Speaker 6 (37:19):
Oh yeah, or or what I'm thinking in the back.
And I don't know politics, and I don't understand it.
I understand business a little bit, but what I'm thinking
is with President Trump putting the you know, cutting out
the Department of Education, that towns are going to take
(37:40):
more responsibility and they're going to have to and I
think that's going to start holding the town.
Speaker 2 (37:45):
Exactly exactly right of the money.
Speaker 5 (37:49):
This is what we need.
Speaker 2 (37:51):
Peg. I couldn't agree with you more. I got I
got three behind you, so I got to try to
give them a shot as well. Everybody's call on linked tonight,
Thank you so much. It was an two great calls here,
actually a bunch of great calls in the best It's
been the best hour of the night. Thanks Peg, Thanks
for being part of it.
Speaker 10 (38:08):
Have a good night.
Speaker 7 (38:08):
By now you two good night.
Speaker 2 (38:10):
Let me go to David. It wors to David. I
got two behind you. I want to hear what you
have to say, but just get right to it. Go
right ahead, David.
Speaker 10 (38:17):
Okay. I started teaching about sixteen years old. Education is
very you know, very important to me. But I just
want to say, you know, it's a good thing that
the president is seeing a problem with educational system. But
I should tell us what what what problem needs to
be changed, not to just damp it on Roxbury or
some poor area where some eleven year old would look
(38:40):
you in the eye and I experienced and asked me
when I said to me, you're such a brilliant student
in class, but you never do any homework. Why don't
you Why don't you do homework? And he said, he
asked me how much I was making as a teacher.
And then he pulled out three thousand dollars from his
pocket and said, you know, when I leave school, I
don't have time for homework. I go to my job.
(39:02):
I said, what do you come? Job do you do?
And I was new I was doing it in the
in the country and didn't know much about drug ging
this and that.
Speaker 2 (39:09):
He said, drug drug dealer. Huh, yeah, I have a.
Speaker 10 (39:12):
Walked I'm a walkie talkie and I stigned on the
roof and I give, I give, I give my guy,
my gang members, my gang family. I heads up when
I say it for this cut coming, and this is
just my cut. They make a lot more money than me,
but I make three times. I make many more times,
many more times.
Speaker 2 (39:28):
Well, that's that's a terrifying That is a terrifying story. David.
I wish you would call me earlier so we can
talk longer. You haven't called in a while. I've missed
your call, so come on back soon.
Speaker 10 (39:40):
Okay. There's a reason why I haven't called, but I
just wanted to say, you know, I wish I wish
you would put the present, will point out what needs
to be changed and how it can be solved, rather than.
Speaker 2 (39:51):
Just okay, well, well we will do that in subsequent shows,
and I want you to participate. Thank you, David. Okay,
have a great night. Okay, Paul and pa. With that,
I want to give you Paul and Brian is shot.
Take it away, Paul, give it me quickly.
Speaker 5 (40:06):
Hi, Dan. I just wanted to bring up, you know,
why the Department of Education was formed. And I'm not
advocating that it should still stay in a distance, but
it came out of the era of bossing and civil rights,
all these poor schools down in self segregation, all that
sort of thing. So it was a federal response to that.
(40:29):
And and you know Jimmy Catter, he came from down
south here all the backyard we had all these Maybe.
Speaker 2 (40:37):
Maybe after forty five years, their work is done and
now it's time to return. I look at schools. I
see schools all over the country. We've spent a lot
of money building schools all over the country. Absolutely, it
was necessary, but maybe the time has passed. Okay, you
never know. Let's see what happens. You bet all right,
(40:58):
call earlier. Thank you very much. And Franklin, Brian, I
can give you maybe ten seconds. You're the last call
of the night. You want to say something quickly?
Speaker 11 (41:05):
Yeah, sure, yeah. So I'm from Franklin, birthplace of horse Man,
father of public education, also an alumni of Bridgewater State University.
And so I heard you earlier talking about AI. So
while I was listening to you, I had a debate
with my AI talking about what Horseman would think about
this situation, and he was likely champion a strong federal war.
Speaker 2 (41:28):
Okay, fair enough, Brian, I'm done. I'm done. We went
thirty seconds. I got to end the night. I got
to end the calls. All dogs, all cats. First of all,
thanks Mariita, Thanks thanks Rob. All dogs, all cats, all
pets go to heaven. That's why Pal Charlie Rays, who
passed fifteen years ago in February. That's why your pets
are who had passed. They loved you, You love them.
You'll see the beginning. Have a great Friday, everyone,
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