Speaker 1: It's nice with Dan Ray. I'm Boston Radio.
Speaker 2: All right, welcome back everyone. I want to thank my
Speaker 2: guest and my cars. Last hour, I thought that was
Speaker 2: a very interesting hour, and as a consequence, I'd like
Speaker 2: to stick with this hour because it's pretty apparent from
Speaker 2: what I have read, uh that the Mass Teachers Union,
Speaker 2: the leadership of the Mass Teachers Union, a guy by
Speaker 2: the name of Max Page, and his vice he's the
Speaker 2: president of the union, and his vice president, you know,
Speaker 2: have an agenda here. And the agenda is to uh
Speaker 2: work into the curriculum and a viewpoint that that I
Speaker 2: strongly disagree with, that the Anti Defamation League strongly disagrees with,
Speaker 2: and maybe that you strongly disagree with. And I don't
Speaker 2: think this sort of propaganda, disguised as it is as
Speaker 2: teaching resources or learning resources. When you see these pictures,
Speaker 2: these these it's nothing more than anti Israeli, anti Semitic propaganda.
Speaker 2: And I will talk about this for as long as
Speaker 2: my audience wants to tonight. If you have an interest
Speaker 2: in this, now's the time to reach for your phone
Speaker 2: six one, seven, two, five, four, ten thirty. And if
Speaker 2: you want to defend what the Mass Teachers Association is doing.
Speaker 2: It's a very powerful institution here in Massachusetts, one hundred
Speaker 2: and seventeen thousand teachers. I'm sure the vast overwhelming majority
Speaker 2: of those teachers are interested in being in the classroom
Speaker 2: and helping the students, be they in kindergarten, any from
Speaker 2: kindergarten to grade twelve. I have no concern. My kids
Speaker 2: went to public schools throughout elementary school into junior high school.
Speaker 2: They had some wonderful public school teachers. I've had public
Speaker 2: school teachers, My wife had public school teachers. I probably
Speaker 2: wouldn't be doing what I'm doing today if it hadn't
Speaker 2: been for a ninth grade civic school teacher at Boston
Speaker 2: Latin School back in the day, a guy by the
Speaker 2: name of mister Dougherty who taught Civics and really lit
Speaker 2: within me an interest and a passion for how learning,
Speaker 2: how government works, and part of government. Now are the
Speaker 2: unions that are very strong voices for their membership at
Speaker 2: the state houses around the country and of course in Congress.
Speaker 2: And when the union voice strays from just advocacy for
Speaker 2: their membership and starts to get into politics, raw politics,
Speaker 2: international politics, that is when it really gets scary. So
Speaker 2: I'm gonna I want to hear from teachers. I want
Speaker 2: to hear from you, I want to hear from parents.
Speaker 2: Is this the sort of garbage that you want your
Speaker 2: kids exposed to? Nothing more than political propaganda. It happens
Speaker 2: to be anti Israeli and anti Semitic political propaganda. But
Speaker 2: you should not be be exposed as a student in
Speaker 2: kindergarten through the twelfth grade to propaganda. You're supposed to
Speaker 2: be exposed to subjects which will prepare you later in
Speaker 2: life to deal with those issues. Let me go to
Speaker 2: Tom and Rochester. I'm assuming it's Rochester, Massachusetts. Tom, go
Speaker 2: right ahead, it is Dan.
Speaker 3: I got in the last minute of the last hour.
Speaker 3: My point that I wanted to make was how important
Speaker 3: the the effort that our our neighbors put into the
Speaker 3: local election for the school board. It is the it
Speaker 3: seems to be the the avenue to affect our society.
Speaker 3: It's very important. You see how active these people are
Speaker 3: in their school boards, right.
Speaker 4: Yeah, it is.
Speaker 3: The struggle seems to start there and the Mass Teachers Association, Uh,
Speaker 3: they're affected by that. They can they also affect that.
Speaker 3: It's like, ultimately this seems to be the it seems
Speaker 3: to be the battleground the schools.
Speaker 2: And well it is. No. I think you're right on that,
Speaker 2: and I didn't realize that you had held over. But
Speaker 2: I'm glad. I'm glad you did because we did.
Speaker 3: I didn't mean to be twice I didn't mean to
Speaker 3: be twice indulged.
Speaker 2: It's just no, no, no, no, no no no. I've
Speaker 2: taken you here because I felt you got short change.
Speaker 2: The point you were making is important, and I've made
Speaker 2: this point to others in terms of elections. Everybody gets
Speaker 2: excited about a presidential election, whether you're a Republican, a Democrat,
Speaker 2: you know, liberal, conservative or whatever. But you represent probably
Speaker 2: one out of I don't know what it is these days,
Speaker 2: one hundred and seventy one hundred and seventy five million
Speaker 2: votes something like that, whatever it is. When you when
Speaker 2: you vote in a governor's race, you you're you're one
Speaker 2: of four million residents in Massachusetts, citizens in Massachusetts who
Speaker 2: are eligible to vote. You're wanting about four million, So
Speaker 2: your vote is stronger in a governor's race, you know,
Speaker 2: as a percentage as it would be in a presidential race,
Speaker 2: because you're just it's one over you know, one hundred
Speaker 2: and seventy million as opposed to one over four million.
Speaker 2: But in the local race, you vote really matters, and
Speaker 2: you vote really counts. And the influence that you can
Speaker 2: exercise in your community by holding out a sign for
Speaker 2: a candidate that you happen to believe in, who's running
Speaker 2: for city council or for school committee, those are the important,
Speaker 2: the most important elections in my.
Speaker 3: Well, well when it when it comes to teaching our
Speaker 3: children and KYW towering to be in the Massachusetts Teachers Association, yes,
Speaker 3: then then there's then there's kind of a synergy there.
Speaker 3: If you look at George Soros and Bill Gates and
Speaker 3: and Mark Zuckerberg, they know how to amplify their money, right,
Speaker 3: they know how to best spend their money to influence
Speaker 3: things well.
Speaker 2: There as also there are also multi billionaires and so
Speaker 2: they have so much money.
Speaker 4: You know, you can, you can, you can do.
Speaker 2: Let me finish my points on if I could, because
Speaker 2: I think the point you made is important. Sorrows is
Speaker 2: on one side of the political spectrum. At this point,
Speaker 2: Zuckelberg apparently has switched from the side that he was
Speaker 2: on with Sorrows and now he's over on the other side.
Speaker 2: But in either case, the amount of money that they
Speaker 2: have available is it's you know, exponential go ahead.
Speaker 3: Well, so so Gates. What I understood from Gates was
Speaker 3: to multiply his money by spending it smart by and
Speaker 3: so so this was kind of interesting. Where do you
Speaker 3: spend your money? If you have so much money to spend,
Speaker 3: you can throw it after in the George Jeb Bush election,
Speaker 3: right the in that twenty sixteen and just throw it away,
Speaker 3: Or they're right. People throw a lot of money away
Speaker 3: affecting national elections. But people spend real, really good money
Speaker 3: affecting local elections.
Speaker 4: And the best example and local election.
Speaker 2: I don't know if you could hear me or not,
Speaker 2: but the.
Speaker 3: Smart money, that's the smart money.
Speaker 2: Yeah, I don't know if you're able to hear me, Tom,
Speaker 2: But the best example that you just alluded to is
Speaker 2: what Soros did with district attorney elections around the country
Speaker 2: in Boston, in Chicago, in New York, in Philadelphia, in
Speaker 2: Los Angeles, and in San Francisco, St. Louis and other
Speaker 2: major cities. Uh, those district attorneys, many of them now
Speaker 2: who he helped elect, have been moved out of the
Speaker 2: office Rachel Rollins here in Boston, George Gascon in Los Angeles. Uh,
Speaker 2: the the DA in San Francisco. U who who was?
Speaker 2: Who was? Who was recalled? But yeah, those are very
Speaker 2: important elections. Tom. I appreciate your time, and I appreciate
Speaker 2: the point that you that you made. Thank you very
Speaker 2: much for holding through the news. Appreciate it very much.
Speaker 2: I'm going to give you folks an opportunity if you
Speaker 2: want to follow up on what we talked about last hour.
Speaker 2: I'd like to continue to talk about the dangers of
Speaker 2: anti Semitism as it creeps within our society and as
Speaker 2: it now creeps within the school system. If not, I'm
Speaker 2: going to change topics. I've got a topic to go to.
Speaker 2: But I'd like to stick with the anti semitism topic
Speaker 2: that we opened up last hour. We had some excellent
Speaker 2: phone calls last hour, we had excellent guests, and I
Speaker 2: would like to stay with it. Uh, if you'd like
Speaker 2: to join us six one, seven, two, five, four ten
Speaker 2: thirty six one seven, nine three one ten thirty And
Speaker 2: if not, is the audience who always decides how long
Speaker 2: the topic stays up for discussion, and if not, we
Speaker 2: will move on to different topics right after this quick
Speaker 2: break on night Side.
Speaker 1: Now back to Dan ray Line from the window World
Speaker 1: Light Side Studios on w b in twvidio.
Speaker 2: All right, let's get back to the phone calls. We're
Speaker 2: going to go to Ruth in Brookline. Ruth, I appreciate
Speaker 2: you calling in. Go right ahead. What's on your mind?
Speaker 4: Ruth?
Speaker 5: Well, okay, can you hear me?
Speaker 2: I can hear you?
Speaker 5: Oh great, great. So I was at that hearing last
Speaker 5: week in the State House as a spectator and it
Speaker 5: was it was pretty shocking. I just wanted to mention
Speaker 5: emphasize one thing that came up earlier, but I want
Speaker 5: to put a put a greater point on it. The notion.
Speaker 5: The notion, the notion that there was materials included in
Speaker 5: in those so called resources that were geared toward first grade.
Speaker 5: You mentioned them earlier, but Max Cage, they tried, they
Speaker 5: tried to sort of justify their materials by saying, we
Speaker 5: don't well he did, we don't necessarily agree with these
Speaker 5: points of view. The Union is a democratic entity and
Speaker 5: I can't really control, you know, what my members, what
Speaker 5: people come up with. And I'm not saying I always
Speaker 5: so so, but the notion that and and then he
Speaker 5: made the point that we're trying to present our teachers
Speaker 5: with diverse viewpoints. Of course there was only one side,
Speaker 5: so it wasn't diverse quote unquote, but the notion that that,
Speaker 5: in other words, you you you could make the case that, oh,
Speaker 5: we're showing you these materials so the teachers can can
Speaker 5: demonstrate how bias they are or something like that. But
Speaker 5: but that whole argument was undercut by these first grade
Speaker 5: materials that were so clearly, you know, like bias isn't
Speaker 5: even the word for it. I mean, imagine having they
Speaker 5: even they even had exercises. They took the little girl's name,
Speaker 5: the Palestinian girl who was you know, expelled from her home.
Speaker 5: That was the narrative, and part of the workbook assignment
Speaker 5: was to for a child to just write that little
Speaker 5: girl's name many times, you know.
Speaker 2: As as a matter of fact, I think what you're
Speaker 2: referring to is Hondala's Return, which was published last year
Speaker 2: by the Palestinian Feminist Collective, include storylines such as a
Speaker 2: group of bullies called Zionists on our land, so they
Speaker 2: stole it by force and hurt many people. The book
Speaker 2: ends with a call to action, urging readers meaning little kids,
Speaker 2: to help Cadella Free Palestine, asking them to fill in
Speaker 2: prompts such as, I will raise funds for the children
Speaker 2: of Palestine by whatever, or I will chant this at
Speaker 2: a Palestinian protest. And then another part was they wanted
Speaker 2: to have the children just writing the name of the
Speaker 2: room girl Handala.
Speaker 6: Yeah, exactly.
Speaker 2: It's brainwashing. It's worse than pidate. It's brainwashing, I know.
Speaker 5: I mean, but for him to try to make the
Speaker 5: point that, oh, we're just trying to present teachers with
Speaker 5: diverse materials and they can choose what they want to use, well,
Speaker 5: I'm sorry, like first graders, I mean, a first grade
Speaker 5: teacher isn't going to look at that and say, gee,
Speaker 5: this is I'm going to make an evaluation of this,
Speaker 5: and this shows a diverse point of view. It was
Speaker 5: a ridiculous argument that, you know, carry no weight. I
Speaker 5: just want to make one other point that hasn't been
Speaker 5: made earlier this evening, which is that part of the
Speaker 5: legislation that created this, this legislative Commission also included like
Speaker 5: a recommendation or actually a mandate to the to the
Speaker 5: state Department of Education and DESI to come up with
Speaker 5: resources and materials on anti Semitism on their website, and
Speaker 5: to engage in trainings and professional development for teachers across
Speaker 5: the state in the area of anti semitism. That was
Speaker 5: that's a that was a section of the legislation that
Speaker 5: created this commission. So I just wanted to emphasize the
Speaker 5: fact that the state Department of Education, they currently have
Speaker 5: put up some materials. I think that there's a lot
Speaker 5: more they could be doing. And as you probably know,
Speaker 5: in Massachusetts, we don't have a state mandated curriculum. We
Speaker 5: have state standards, but really curriculum is very much locally
Speaker 5: based and locally determined. But nonetheless, the Department of Education
Speaker 5: really has a role to play here and I'm I'm
Speaker 5: really hoping that they will you treat this issue with
Speaker 5: the urgency that it deserves, especially in light of what
Speaker 5: we see the MTA is now doing.
Speaker 2: Yeah, well, I think that the Department of Education has
Speaker 2: a responsibility. I also think the governor and the Attorney
Speaker 2: General have a responsibility to know what's going on if
Speaker 2: the schools are propagandized, and they need not stand aside quietly. Ruth,
Speaker 2: I appreciate you, Carl, Thank you so much.
Speaker 5: Appreciate it, Thank you, thank you for the program.
Speaker 4: Okay, bye bye, my pleasure.
Speaker 2: We had a bunch of folks who were on the line, Rob.
Speaker 2: I don't know where they went, but if they want
Speaker 2: to call back, that's great. If not, we're going to
Speaker 2: move on after the break to a different subject. In
Speaker 2: the meantime, let me jump on here quickly with Darryl
Speaker 2: up in New Brunswick, Canada. Darrel, appreciate you calling in.
Speaker 6: Go ahead, Hey, Dan, I've been trying to listen, but
Speaker 6: our snowstorms and whatnot from there, I just caught the
Speaker 6: Hidala thing about the girl from Palestine.
Speaker 2: Yeah, yeah, we got there, Daryl. Not to take a
Speaker 2: lot of time to explain it. But the issue here
Speaker 2: is that the Massachusetts Teachers Union Teachers Association, I should
Speaker 2: say one hundred and seventeen members have been accused by
Speaker 2: some Anti Defamation League back members back here of basically
Speaker 2: being anti Semitic and basically trying to get pro Palestinian
Speaker 2: and anti Israeli and therefore anti Semitic propaganda into Massachusetts
Speaker 2: classrooms who curriculum bite distributed.
Speaker 6: Well, that's where we can hopefully help this out. Is
Speaker 6: what about this young girl talking about all the young
Speaker 6: children that were killed October seventh.
Speaker 2: Well, again, I don't think that, frankly, in the anywhere
Speaker 2: from kindergarten to twelfth grade. I agree with you that
Speaker 2: this whole thing started on October seventh, and it was
Speaker 2: not started by the Israelis, who were started by Hamas
Speaker 2: on behalf of Palestinians. I don't think it. I want
Speaker 2: to blame Palestinians for that. I blame Hamas, who in
Speaker 2: effect have kept the Palestinians captive, if you will, almost
Speaker 2: holding the Palestinians hostages before they took the Israelis the
Speaker 2: Israeli hostages. But what is going on here is that
Speaker 2: we have, you know, people in this leadership of this
Speaker 2: teachers union who have a political point of view that
Speaker 2: they want to see basically distributed within the school system.
Speaker 2: And they're trying to do it by some very underhanded means,
Speaker 2: and they've been called out on it, and that's why
Speaker 2: we did it.
Speaker 6: And that's wrong. The program and teachers are supposed to
Speaker 6: teach students. So what they need to know, yeah, not
Speaker 6: their political Yeah.
Speaker 2: I would think that Darryl, this is the sort of
Speaker 2: stuff that would be in a college curriculum, our graduate
Speaker 2: school curriculum, not in in in elementary school, not in
Speaker 2: what we call middle school or high school. And I'm
Speaker 2: sure those terms are the same in Canada.
Speaker 6: Yeah, being overseas, we've seen that same thing, and even
Speaker 6: in Canada, that's where it starts in the lower grades.
Speaker 6: But that's why you keep up good programming, because this
Speaker 6: is why we listening. We respond, all.
Speaker 2: Right, Paul, I appreciate it very much, and we'll have
Speaker 2: to see how that big hockey game turns out later
Speaker 2: on this week. Okay, thanks buddy.
Speaker 6: Let's let's actually with you, with you saying that, let's
Speaker 6: hope nobody boozed nothing.
Speaker 2: I'm with you on that. I'm with you.
Speaker 6: We're allies through and through right.
Speaker 2: Absolutely absolutely have a lot of friends friends, all right,
Speaker 2: thanks Daryel, and you're included amongst them. Have a great night.
Speaker 2: Good night. We'll take a break. Here's the news at
Speaker 2: the bottom of the ear. We're going to change topics
Speaker 2: on the other side. We'll be back after this.
Speaker 1: It's Night Side with Dan Ray on Boston's new radio.
Speaker 2: All right, I'm gonna take I'll take a couple of
Speaker 2: more calls if you want, and if not, we're going
Speaker 2: to switch topics. I am frankly surprised that my audience
Speaker 2: is not perceptive enough to realize that anti Semitism has
Speaker 2: been with us for millennium, from millennia UH, and it
Speaker 2: is reared its ugly head, never more viciously than the
Speaker 2: Nazi Holocaust. And if we don't stamp out UH and
Speaker 2: at least address this cancer within our society, it will
Speaker 2: continue to grow. If you'd like to join this conversation,
Speaker 2: I'll give you one more chance. I'm going to go
Speaker 2: to Joanna in Stowe, and if Joanna is it, we
Speaker 2: will change topics. Joanne, appreciate your call. Whatever your point
Speaker 2: of view, you go right ahead, Joanna, how are you
Speaker 2: going to heay?
Speaker 7: Thank you? I'm doing okay. I've been a teacher me
Speaker 7: Instachusetts for thirty six years, and I have all these
Speaker 7: years trusted my Union to do what is right by students.
Speaker 7: As a teacher, primarily, I see all my students as
Speaker 7: human beings, regardless of their ethnicity, religion, the way they look,
Speaker 7: what they believe. And I'm frankly horrified at what the
Speaker 7: Union has done with these resources. I was at the
Speaker 7: board meeting. I spoke against the resources. I can't understand how,
Speaker 7: after seeing one of another teacher hold up those posters
Speaker 7: and I felt like we made really good points, how
Speaker 7: people could possibly vote to keep those resources. There are
Speaker 7: problems at so many levels. At one level, whereas the
Speaker 7: communication max page says that educators board members asked for
Speaker 7: these resources, I didn't ask for them. I'm not sure
Speaker 7: who did ask for them. So there's a problem in communication.
Speaker 7: How are the people on the board communicating with their
Speaker 7: teachers they supposedly represent. I've never before kind of been
Speaker 7: at a board meeting at that level, but I felt
Speaker 7: like I had to. On the website, I don't honestly
Speaker 7: disagree with the rationale. For example, the MTA says on
Speaker 7: the website that their goal is to make school safe
Speaker 7: places for students. They encourage members to condemn hate speech
Speaker 7: and discrimination, and they also say that anti Semitism has
Speaker 7: no place in the Union. Yet I have if you
Speaker 7: can think even a little bit, you understand that those
Speaker 7: words are completely contradictory to the images. And I'm a
Speaker 7: teacher who is doing what I can to fight against
Speaker 7: this lunacy. And obviously it's a lot more than that.
Speaker 7: It's really dangerous and I fear for the kids in
Speaker 7: Massachusetts who might have to be subjected to people teaching
Speaker 7: this and indoctrinating them and glorifying hatred, etc. I mean,
Speaker 7: I could go on and on, and I really appreciate
Speaker 7: that you have this show today. I don't often listen
Speaker 7: to the radio, but I'm really happy to kind of
Speaker 7: take part.
Speaker 8: In the discussion.
Speaker 2: Well, Juanna, first of all, you extraordinarily well spoken, and
Speaker 2: if every teacher in Massachusetts, whether it be a public
Speaker 2: school teacher a private school teacher, embodied what you've just
Speaker 2: expressed to us, you've expressed it better than I could.
Speaker 2: And I'm supposed to be a broadcast professional, So thank
Speaker 2: you for joining our conversation tonight. I don't know if
Speaker 2: you've ever called my program before.
Speaker 3: Listen.
Speaker 7: I never called your program before. I haven't listened to
Speaker 7: the radio in so long, I was saying to my husband.
Speaker 7: We used to listen all the time. So yeah, no,
Speaker 7: I haven't.
Speaker 2: First of all, a round of applause for my digital
Speaker 2: studio audience, But in all seriousness, radio and talk radio
Speaker 2: is extraordinarily important. Okay, I've been doing this for eighteen years.
Speaker 2: I was a TV reporter for that and before that
Speaker 2: for thirty one years on Channel four. And I do
Speaker 2: this not because I have to do it. I'm well
Speaker 2: passed what would be considered a normal retirement age of
Speaker 2: sixty five. But I do it because I like it.
Speaker 2: And I also do it because I think it's important
Speaker 2: that there are organizations which are great organizations. As I said,
Speaker 2: my kids have gone to public schools when they were
Speaker 2: when they were kids in elementary school into junior high school.
Speaker 2: They're very successful. And the greatest foundation they had was
Speaker 2: the teachers that they had. And I remember, you know
Speaker 2: their names, June O'Neil and Linda Fayle and mister Conley,
Speaker 2: and I mean, they were just wonderful teachers.
Speaker 3: Uh.
Speaker 2: And I'm not even sure what union those teachers belonged to.
Speaker 2: And and I'm a union member. I'm a member of
Speaker 2: SAG after so I understand that just because you're a
Speaker 2: union member, you don't go along with everything. But I'm
Speaker 2: looking at the images that you've seen, the the two
Speaker 2: dollar bills shaped in a triangle to represent a star
Speaker 2: of David. I mean that is a blood libel. That's
Speaker 2: a trope that's been around for centuries. The day of Rage,
Speaker 2: the handles return What was taken by force can only
Speaker 2: be returned by force. This is nothing but Hamas propaganda.
Speaker 2: It's not even pro Palestinian. It's Hamas propaganda, plain and simple.
Speaker 2: And anybody who sees it for anything other than that
Speaker 2: is ignorant if.
Speaker 4: They don't understand what it is.
Speaker 2: And for the leadership of this union to allow those
Speaker 2: anti Semitic tropes to be circulated to teachers who many
Speaker 2: of whom perhaps are not as experienced as you are,
Speaker 2: and would somehow expose students to that, I mean, what
Speaker 2: a brilliant stroke by some propaganda. I mean they they're
Speaker 2: basically doing the work that Goebbels did in the nineteen
Speaker 2: thirties in Nazi Germany. You know, he was the great
Speaker 2: propagandist for Hitler, and this is more of the same.
Speaker 2: And it's frightening. It's absolutely fright I'm not Jewish. Just
Speaker 2: make it very clear. I'm somewhat disappointed that I have
Speaker 2: not heard from more of my Jewish listeners, and I
Speaker 2: have friends of mine who are Jewish who listen to
Speaker 2: this show every night. I happen to be Roman Catholic,
Speaker 2: but my dad fought in World War Two and he
Speaker 2: taught us at our dinner table decades ago. Never again,
Speaker 2: never forget. As a TV reporter, I won an Emmy
Speaker 2: for a report that I was fortunate enough to do
Speaker 2: from Auschwitz. You cannot go to Outchwitz and not have
Speaker 2: your life changed by looking at what happened there. Okay,
Speaker 2: I feel this deeply in my soul, Deeply in my soul.
Speaker 2: I feel as a as a Christian, as a Catholic,
Speaker 2: that I have a more responsibility, a more responsibility above
Speaker 2: and beyond my journalistic and my ethical responsibilities to speak
Speaker 2: out against hatred, against this population about fifteen million people
Speaker 2: in the world who have been beset by bias and
Speaker 2: prejudice for generations. So as you can tell, I'm speaking
Speaker 2: from my heart, I'm speaking from my soul.
Speaker 7: I really appreciate it. If I can say a couple
Speaker 7: more things, sure so. I also I find it insulting,
Speaker 7: frankly that again what I was talking about, that the
Speaker 7: rationale on the website alongside these images. I mean, it's
Speaker 7: just insulting just how you're trying to claim these things,
Speaker 7: yet you're showing you know your true colors through the imagery.
Speaker 7: They're really I guess if they were trying to teach
Speaker 7: students how to look at propaganda the way that you
Speaker 7: might teach let's say, Nazi propaganda in a history class
Speaker 7: and give it context. That's one thing. There's no mention
Speaker 7: of October seventh, as far as I know.
Speaker 2: Not to back.
Speaker 7: And so yeah, I do really appreciate the sentiment that
Speaker 7: you expressed and the fact that you have the show.
Speaker 7: It means a lot.
Speaker 2: Look, Joanna, I hope I can convince you to be
Speaker 2: a regular listener to the show. You might not agree
Speaker 2: with everything I say with you might agree with with
Speaker 2: with much of what I say, but on this issue
Speaker 2: you have no stronger supporter than than than I have.
Speaker 2: And I've learned this since I was a child, you know,
Speaker 2: I was. I was born in the same year the
Speaker 2: state of Israel was born. And that's that is I
Speaker 2: view a cosmic connection. And we have had no greater
Speaker 2: friend UH in this country over the years than the
Speaker 2: nation of Israel.
Speaker 6: UH.
Speaker 2: And through you know, leaders democratically elected leaders of both
Speaker 2: of a variety of parties. As a matter of fact,
Speaker 2: it's a multi party status, I'm sure you know. And
Speaker 2: for this, I'm looking right now at eight nine posters,
Speaker 2: nine posters, I'm in radio. I can't show them to people,
Speaker 2: but I can describe them to people.
Speaker 7: Yeah, and one last thing, if I can say it
Speaker 7: like you just said, I may not agree with everything.
Speaker 7: The point of education is not to agree with your teacher,
Speaker 7: to agree with the students in the classroom. It's to
Speaker 7: engage in a conversation during which you fully respect the
Speaker 7: other person and where they're coming from. You don't have
Speaker 7: to agree. So obviously you know that. I just kind
Speaker 7: of want to point that out because I'm not, you know,
Speaker 7: only calling because I disagree with these these images. It's
Speaker 7: with the lack of respect and the lack of seeing
Speaker 7: are Jewish students or any students for who they are,
Speaker 7: and that is human beings.
Speaker 2: There's basically trying to take kids who are in kindergarten
Speaker 2: or grades one through twelve and basically manipulate their minds
Speaker 2: at an early age. That's exactly what's going on here.
Speaker 2: And it would be as if they were Nazi propaganda
Speaker 2: being you know, distributed in a public school. In the
Speaker 2: nineteen thirties, when there was a there was there was
Speaker 2: support in this country if people read history for the
Speaker 2: so called Nazi bond. There were demonstrations and at Madison
Speaker 2: Square Garden with you know, tens of thousands of people
Speaker 2: in support of Hitler in the nineteen thirties in the
Speaker 2: United States of America. We must never forget.
Speaker 5: Thank you so much, all right, thank you, by bye,
Speaker 5: thank you, Thank.
Speaker 2: You, Joanne. I appreciate it. Now, all of a sudden,
Speaker 2: the phone lines have exploded. Let me go to Warren
Speaker 2: in fall Real Warren, you were next on knight zagaright.
Speaker 4: Ahead, Hey buddy, how are you doing good?
Speaker 2: Wine? Appreciate you calling in.
Speaker 4: Yeah, yeah, people like this is I don't know why
Speaker 4: this is not categorized under speech. This is like or
Speaker 4: like hate propaganda or you know, this is obviously done
Speaker 4: to ryle Jewish you know, the Jewish faith, and really people,
Speaker 4: I mean this is almost like this is criminal and
Speaker 4: it really people.
Speaker 2: Yeah, I know it's not going to be criminal, but
Speaker 2: but and I will say that, and they're off. You know,
Speaker 2: free speech, you know elements here, but but when you
Speaker 2: start utilizing the public classroom, they're the the idea of
Speaker 2: free speech in a in a public classroom being conducted
Speaker 2: by a teacher, distributing information and images by that teacher
Speaker 2: to the class that takes it out of the realm
Speaker 2: in my opinion.
Speaker 4: Absolutely, Yeah, it's this is you know, but you know,
Speaker 4: I mean they're doing it on purpose, and they're doing
Speaker 4: it with you know, with intent. And I mean if
Speaker 4: this was you know, if this was anything else other
Speaker 4: than a free beach thing, you know people, you know,
Speaker 4: a lot of people would be in jail.
Speaker 2: Well, I don't know about it in jail. But because
Speaker 2: this you see this stuff all the time, but it
Speaker 2: shouldn't be introduced in the context of a public school classroom.
Speaker 4: In mind, because you know, we should be a color
Speaker 4: blind you know, we should just be a blind society
Speaker 4: to you know, to religion, to raise, to you know,
Speaker 4: to all that. I mean, we're human beings and that's
Speaker 4: what it comes down to, and it's what matters in
Speaker 4: the end, you.
Speaker 2: Know, and we we wish, yeah, I wish everyone viewed
Speaker 2: it as you do. Well, And I'm past my break.
Speaker 2: I got you on. I didn't want you to have
Speaker 2: to wait through the break that I'm coming right back
Speaker 2: on Nightside And thanks for being there for thanks, Warren,
Speaker 2: appreciate it. We'll be right back on nights Side right
Speaker 2: after this.
Speaker 1: Now back to Dan Ray live from the Window World
Speaker 1: Night Side. Studios. I' WBZ News Radio.
Speaker 2: Go to my friend Bobby silver Glade Harvey. Welcome, how
Speaker 2: are you? Tonay?
Speaker 4: Fine? Dan? You know that I'm a free speech absolutist.
Speaker 4: I know that, However, I do not believe that free
Speaker 4: speech applies in the public schools.
Speaker 2: Yes, I agree with you.
Speaker 4: Okay, we agree so far. The problem? Have you ever
Speaker 4: seen the teacher's contract.
Speaker 2: I don't know that. I have seen the teachers contract.
Speaker 2: In my role as an attorney, I have seen teachers contracts,
Speaker 2: you know, as reported in newspapers. What is the point
Speaker 2: you're trying to ask?
Speaker 4: The point I'm trying to make is that because in
Speaker 4: the bargaining, in the bargaining session, you've got, you know,
Speaker 4: in the private sector, you have two sides that are
Speaker 4: equally powerful. We have organized labor and you have management.
Speaker 4: In the public sector, you're havery to me on one
Speaker 4: side because they're and the problem is that teachers have
Speaker 4: an enormous amount of power because these union contracts are
Speaker 4: very one sided.
Speaker 2: Yep, they're also we used to call a law school
Speaker 2: contract of adhesion.
Speaker 4: Yes they are. If you've ever read one of these,
Speaker 4: I have read in the Cambridge they are ridiculous, and
Speaker 4: the teachers can do anything they want and they that's
Speaker 4: how come this problem has arisen.
Speaker 2: And the teachers union, particularly the Maths Teachers Association, wants
Speaker 2: to secure legislatively the right to strike in Massachusetts and
Speaker 2: that is the next thing on their political agenda. Harvey,
Speaker 2: you're right over the target. Darby. I'm telling you we
Speaker 2: think we think alike. My friend.
Speaker 4: I'm a political liberal. You're a conservative. I'm a political
Speaker 4: not a progressive. I'm a political liberal.
Speaker 2: Yes you are, Yes you are, and you've identified me properly.
Speaker 2: But I'm on so many things. You and I are
Speaker 2: an agreement. I so enjoyed. I should have called you
Speaker 2: last week. I enjoyed our our meeting in Cambridge with
Speaker 2: that young man from Uganda. I'll really be interested in
Speaker 2: and see the progress that he's able to make.
Speaker 4: Yep.
Speaker 2: With you, he's going to be well well served. If
Speaker 2: I can be of any help in that regard, you
Speaker 2: let me know as well.
Speaker 4: Harvard Law School, you know I know that.
Speaker 2: I know that, and I think if anybody has the
Speaker 2: chops to help him negotiate that arduous path, it would
Speaker 2: be the person I'm talking to right now.
Speaker 4: Thank you all, right, my friend and.
Speaker 2: Great and please say how to your son for me. Okay,
Speaker 2: it was a pleasure to spend that time. Well we're
Speaker 2: talking about you together soon. Thank you, Ivey, appreciate it.
Speaker 2: Let's keep rolling here. I'm going to get a couple
Speaker 2: more in at least. Let me go too. Harriet in Tewksbury, Harriet,
Speaker 2: you're next time nightside, Go right.
Speaker 9: Ahead, yes, hi, Oh, thank you. I used to teach
Speaker 9: third grade and I am really disgusted at what's going
Speaker 9: on with the school committee and they're striking, and then
Speaker 9: they have the nerve to then do dollar signs and
Speaker 9: whatever with the Sarah David bring a religion into it
Speaker 9: when they go and they think about money over the
Speaker 9: children's education. It is just appalling. And the other thing
Speaker 9: is that the what's going on is terrible. You go
Speaker 9: to services.
Speaker 4: I'm Jewish.
Speaker 9: You go to services, they have to have the police.
Speaker 9: They feel unsecure, insecure, and the children see that that
Speaker 9: there's something wrong with being Jewish. I think it's.
Speaker 4: Really awful what's happening in this society. Really all.
Speaker 2: I so appreciate you taking the time to call you
Speaker 2: in your point of view, My faith in my audience
Speaker 2: is being restored even as we speak. Okay, thank you,
Speaker 2: thank thanks, Harriet. Talk soon. Let me try to get
Speaker 2: one or two in. Let me go next to Linda
Speaker 2: in Westwood. Linda, appreciate you taking the time to call.
Speaker 2: Go right ahead.
Speaker 10: Okay, Dan, this is very difficult for me. I'm an educator.
Speaker 10: But the reason I'm calling in is my paternal grandparents
Speaker 10: were murdered in Germany by the Nazis, and the point
Speaker 10: I wanted to make is they were, according to them,
Speaker 10: good citizens. My grandfather was a fighter in World War One,
Speaker 10: and my grandparents did not believe that what was going
Speaker 10: to happen in Germany would happen. My father and my
Speaker 10: aunt were able to get out, and my grandparents actually
Speaker 10: had a visa to leave the country, and by the
Speaker 10: time they really believe what was happening, it was too late.
Speaker 10: And if anybody in this country doesn't think it can happen,
Speaker 10: look at what's happening now.
Speaker 2: Yeah. Well again, I think we all have to be
Speaker 2: on guard and make sure that we remain a free
Speaker 2: and open society and that people do not abuse institutions
Speaker 2: for their own political benefit, which is what I think
Speaker 2: the teachers union leadership, not the union, but I think
Speaker 2: the teachers' union leadership is attempting to do here.
Speaker 8: I absolutely agree with you.
Speaker 10: But the point again that I'm trying to make is
Speaker 10: people really better think for themselves and see what's happening,
Speaker 10: because I think there are a lot of people that
Speaker 10: are thinking, oh no, this is America, this cannot happen.
Speaker 10: My aunt always set her passport up to date in
Speaker 10: case she had to leave, and trust me, everyone in
Speaker 10: my family has their passports too.
Speaker 2: All Right, Linda, thank you. I want to get one
Speaker 2: more call in, but I so appreciate you. You you
Speaker 2: sounding that alarm. Thank you so much. Good night. Let
Speaker 2: me go to Bob in Gloucester. Bob going to wrap
Speaker 2: the hour with you. You're next on Nightsiger, right.
Speaker 8: Ahead, Uncle Bob, call me Uncle Bob out of Gloucester.
Speaker 8: I've known he I'm gonna make it as short as
Speaker 8: I can. Dan, Sure, it's the worst part. I am Jewish,
Speaker 8: but many people are Jewish without he been knowing it.
Speaker 8: If you're a brit a soul of the bricks, just
Speaker 8: listen to the hymns. If you're a Christian, most people
Speaker 8: are righteous. D're on the better side of righteous. We're
Speaker 8: all Jewish. We're all like without even knowing it.
Speaker 4: And the worst thing.
Speaker 2: Bob, I like, I like to say, Bob, and I
Speaker 2: hope you can understand what I'm saying here. I think
Speaker 2: I'm I'm reflecting what you're saying. I happen to be
Speaker 2: Roman Catholic. And when people ask me why am I
Speaker 2: so pro Israel, Why am I so pro Jewish? Why
Speaker 2: am I so concerned about anti Semitism? I explained to
Speaker 2: them really simply simply that the guy who leads my
Speaker 2: religion was Jewish and his parents were Jewish, so I
Speaker 2: feel an identity as a Roman Catholic with Judaism.
Speaker 8: Oh, I listened to you night after night, belting it out,
Speaker 8: So let me get to the heart of it. Okay,
Speaker 8: the worst thing about anti Semitism is its indirect And
Speaker 8: by the way, anti Semitism is just what you get
Speaker 8: the bad guys on by getting al Capone on tax evasion.
Speaker 8: These are bad people. They hate everyone, and it's important
Speaker 8: you have to the movie witness. The most important thing
Speaker 8: is to be a witness from the other side of
Speaker 8: the window. I am speaking from personal experience. People know
Speaker 8: me in Gloucester as an unpublished writer lots of ways. Uh,
Speaker 8: on the other side of the North Shore is a horseman.
Speaker 8: You can poison somebody's work in reaching out at being
Speaker 8: a teacher, building a community, community because somebody is a
Speaker 8: bad apple and it's going to spread misinformation and take
Speaker 8: literally this has happened to me literally over a generation
Speaker 8: to sort out what actually happened and destroy all a
Speaker 8: lot of work and all the good faith that neighbors
Speaker 8: had in each other. All of these people would have
Speaker 8: been absolutely horrified. All right to be.
Speaker 2: Bob, I hate you you call, You're called late, but
Speaker 2: I'm flat out of time, so I gotta let you go.
Speaker 2: I look forward to your next call. Thank you, my friend.
Speaker 4: Thank you.
Speaker 2: Have a great night. Care comes to the eleven back
Speaker 2: after the eleven