Category Archives: Education

Can We Escape Social Conditioning?

Social Conditioning

(Peter Offerman dropped out of school at age 14 and worked as a forest lookout.)

(Found this interesting article on

There is no collective salvation, Peter Offerman suggests.
Individuals can find liberation only by detaching from the herd.

“Building friendships takes time and effort and becoming your own friend is no exception. Most of us never get the
opportunity to do this.”

By Peter Offerman

At 68, I am getting on in years. I have lived a full life and have had the time to reflect. My life has been exceptional because social conditioning did not incapacitate me nearly as much as most people.

The most destructive conditioning takes place in our schools, during our formative years when we are most vulnerable.
I quit school in Grade Nine at age 14. I felt I was being made dumber instead of smarter. My parent’s response was, “if you don’t go to school we will not support you.” I left home then and took responsibility for my own life.

I first spent a few years hoboing around Canada taking whatever work I could find whenever I needed it. No job was too menial or too challenging to accept.

At 17, I took on a job that turned my life around and led to my shedding my conditioning.

This job was as a fire lookout man with the British Columbia Forest Service. I worked and lived on remote mountain tops by myself for four months each year. Spending that much time completely alone, especially during my youth had a profound effect on my perceptions about life as a human being and how I fit into society….

Substantial time on the lookout, without peer pressure, made me realize how confining trying to fit into the crowd is. Most people don’t even sense this pressure because it’s all they know. It’s like the air we breathe. It’s just there until it isn’t, then we die; unless we are prepared for an airless environment.

Most people also don’t realize how much of their time and energy it takes to be ‘social’. However being removed from ‘socializing’ is enormously stressful if it is all you know.

Many aspiring lookout men needed to come down off the mountains prematurely because they could not stand being alone. Those that adjusted to the isolation came to treasure the freedom of having just their own company. The amount of time that becomes available for other more worthwhile pursuits is substantial.

Building friendships takes time and effort and becoming your own friend is no exception. Most of us never get the opportunity to do this.

Our controllers understand that people who are not comfortable with themselves are much easier to control because they are lonely and seek comfort and friendship outside themselves.

Virtually every sales campaign is designed to sell you a bill of goods by convincing you that their product is going to become your best friend.

While we are thrust into the middle of intense relationships, the rest of the world passes us by unnoticed. We see the trees, but are oblivious of the forest.

On a lookout, becoming focused on each tree individually is not productive and makes it impossible to see the whole picture. A good lookout man scans vast vistas without focusing on anything in particular. Taking this approach to finding required data points, such as suspicious smoke, allows our intuition to come to our aid. It always amazes me how glaringly anomalies stand out when using this method.

It works just as well in any other environment, including researching on the internet. When surrounded by questionable ‘news/propaganda’ the fires stick out much more obviously when we also are aware of the apparently unrelated surrounding information that is part of webscape.

The ‘trees’ of propaganda do not distract us from seeing the whole situation. If there’s no smoke, there probably isn’t a fire. Our intuition can see the difference even though we logically can’t. Following our intuition instead of remaining focused on the propaganda leads us to the information that will then allow us to make sense of the situation.


I live in Ocean Falls, BC, a community of about 50 people on the ocean 500 kilometers north of Vancouver. I am currently attempting to create a lifestyle that my morality can justify, and disempower the Money Power that enslaves all of humanity, without resorting to violence. Psychological and financial wars are actually more critical components of the control structure.

My main priority was to stop contributing to the war machine. We all contribute to this cause by providing our labour; by purchasing goods from the Money Power, by paying income and consumption taxes to fund the control system.

I finally realized that every single thing in my life that I could make non-essential lightened my burden and also improved the quality of my life because I could less and have more time to enjoy my life. I currently own my home but it costs me virtually nothing. I have no mortgage, no insurance, and my property taxes average around $100 a year. I have beach front property on the ocean in a spectacular and comfortable setting.

Overall my current cost of living is about $350 a month which includes property taxes, food, transportation and all other services allowing me to live very comfortably while remaining in touch somewhat with the rest of the world. I could easily cut this contribution to the WM in half while still maintaining my current lifestyle but my intent is to reduce my contribution to $0. It is not easy to achieve zero and my current state is a necessary stepping stone to getting there.


Related – Makow – Escape the Hive Mind – See more at:

This second grader’s revenge against Common Core math will make your day

common core

Yahoo: The litany of frighteningly stupid Common Core math worksheets never ends. Perhaps now, though, kids are starting to fight back in satisfyingly creative ways.

An alert reader sent The Daily Caller this image of her seven-year-old son’s perfectly reasonable homework answer. The boy attends a public elementary school in San Jose, Calif. He is in the second grade.

The math curriculum used by the school is GO Math! The publisher of GO Math! is produced by Houghton Mifflin Harcourt.

The parent who sent the homework question to TheDC noted that the curriculum aligns with the Common Core math standards. “If you look closely under the math question, you will be able to see the Common Core standards in a blue-colored print that aligns to that particular question,” she explained.

The constantly burgeoning inventory of sad and hideous Common Core math problems is very long.

Just this month, for example, a frustrated dad posted his kid’s absurd Common Core-aligned math homework on Instagram.

In February, a group of Common Core-aligned math — math — lessons oozed out of the woodwork which require teachers to ask students if the 2000 presidential election was fair and which refer to Lincoln’s religion as either “liberal” or nothing.

In January, The Daily Caller also brought you a surreal, subtly cruel Common Core math worksheet. (RELATED: This Common Core math worksheet offers a glimpse into Kafkaesque third-grade hell)

January also brought a set of incomprehensible directions for nine-year-olds. (RELATED: Here’s another impossibly stupid Common Core math worksheet)

In December, Twitchy found the most egregiously awful math problem the Common Core had produced yet until that point. (RELATED: Is this Common Core math question the worst math question in human history?)

Over the summer, The Daily Caller exposed a video showing a curriculum coordinator in suburban Chicago perkily explaining that Common Core allows students to be totally right if they say 3 x 4 = 11 as long as they spout something about the necessarily faulty reasoning they used to get to that wrong answer.

See also:


If Democrats Had Their Way…


If Democrats Had Their Way…

Remember New Coke? It was a dismal failure and the company scrapped it. How about three slice toasters? They were supposed to be the rage once, too. But nobody bought them and they disappeared into the dustbin of history.

That’s how life works in the private sector. If people don’t buy and the product doesn’t deliver, it disappears. Companies and individuals are forced to develop winning strategies in order to survive. If not, they perish.

The policies of the Democratic Party are not like that. The policies of the Democratic Party — high taxes, exorbitant union contracts and pensions, excessive government regulation, gun control, dysfunctional schools, etc. — continue to produce one failed program after another, yet they are fully supported by an average of 52% of the voting public. If they operated in the private sector, they would be forced into bankruptcy. However, because they are funded by our tax dollars, they have a never-ending spigot of cash flowing into their coffers. In essence, they are rewarded for failing.

Detroit is a city that has been under complete Democratic control for over forty years. And when I say complete, I mean complete. Every official, every policy, every decision affecting Detroit has come 100% from the Democratic Party and their supporters. The result? Bankruptcy.

Detroit is $2.5 billion in debt. That’s billion, with a “b”. Thousands of homes, buildings, and businesses are vacant and abandoned, and two thirds of the city’s street lights do not work.

Detroit is America’s most dangerous city with a violent crime rate five times higher than the national average. It’s the murder capital of the country, and — because it’s under Democratic control — Detroit has strict gun control laws.

In short, Detroit is a hellhole. A man-made, Democratic-Party-created hellhole. And it’s exactly what all of America would look like if Democrats had their way.

Detroit is not an aberration. It is a direct result of Democratic leadership and how applying the principles of the Democratic Party actually play out in real life. It’s as simple as 1 + 1 = 2. You do this action, you get this result.

If Detroit shows all of us the natural consequence of what happens when the Democratic Party gets its way, why do people support it? Why do tens of millions of Americans continue to vote for Democrats? The answer, I believe, consists of five distinct elements within the Democratic Party.

In the first group are the hardcore socialists and communists that form the leadership and financial backing of the Democratic Party. These are the folks that actually hate America and want to destroy it. (See They are the corrupt union leaders, the financial donors, the advisors, the radical college professors and teachers, the leaders of various “equality” groups and causes, the militant feminists, the Islamic extremists, education officials and administrators, and the actual politicians themselves. I estimate their numbers to comprise 5% of less of the Democratic Party.

To this first group, Detroit is a shining example of how they would like all of America to be. Many of them are atheists, or outright satanists, and they hate not only America, but also Christianity, because they see Christians as the primary roadblock that keeps them from turning America into a Communist dictatorship. Death, murder, kidnapping, and rape mean nothing to them if it helps to accomplish their objective.

The second group is big business and union members. The majority of those in this group do not hate America, however they can develop intense hatred toward any individual or group that threatens their current financial status. They support the Democratic Party because it pays.

For big business, that means bailouts, favorable loans, taxpayer subsidies, and government regulation to create monopolies and eliminate competition. You know who I’m talking about: Hollywood, Facebook, Yahoo, Apple, GE, Wall Street, owners of professional sports teams, etc.

For union members, it means maintaining their high salaries, pensions, insurance, and paid holidays. You’ll find many teachers in this group. All together, this second group comprises about 20% of the Democratic Party. They vote for their own personal gain, regardless of how much it hurts their country or their fellow citizens.

The third group consists of the media. I estimate them to comprise 5% or less of the Democratic Party. Like the first group, many of them are hardcore socialists and communists who also hate America, but their hatred is cloaked with a thinly disguised intellectual disdain. They consider themselves smarter than everyone else. Though they are intelligent, they suffer from a total lack of wisdom. If their intellectual superiority is threatened, they can revert to most violent and animalistic of natures, all condoned through intellectual justification.

This third group — the media — do everything they can to obscure reality in order to confuse and indoctrinate the fourth group: Useful Idiots.

“Useful idiot” sounds like a harsh term, but it was actually coined by the Left to describe many of their followers. (See

It saddens me to say that I have many friends, acquaintances, and co-workers in this group. They are nice people. Many of them would give you the shirt of their back, or rush to your aid at the first sign of an emergency. Sadly, they just don’t know very much about history or politics.

Useful idiots have been dumbed down at school and at home. Now in their 20′s, 30′s, 40′s, 50′s, 60′s, and beyond, they continue to believe everything they’re told by the mainstream media. They have been exposed to alternate information only in the form of ridicule. Many of them are so busy working, earning a living, raising families, paying bills, and looking for love that they just don’t have time to read and educate themselves.

I was in the position of not having time to read myself until I was laid off a couple of years ago and actually had time to research what was happening in the country. That’s when I discovered this site, Commieblaster, Moral Matters, and many more.

In this group you will also find many females who have been taught to accept abortion and feminism, and many males who accept abortion and feminism as a means to seduce and sleep with the aforementioned females. (See I estimate useful idiots to comprise a full 40% of the Democratic Party.

The fifth and final leg of the Democratic Party are what I call Useful Leeches. This group consists of all races and ages, and they are far worse than the useful idiots. Useful idiots actually mean well. Useful leeches are angry, bitter, resentful, and believe that the world owes them a living. They survive on government handouts: food stamps, welfare, Section-8, disability, etc., and they hate themselves because of it.

Useful leeches have no desire to improve their station in life and would love nothing better than to drag the entire country down to their level of misery and poverty. Not surprisingly, this group tends to be extremely racist and intolerant. They live in a constant state of fear.

The hardcore socialists and communists of the first and third groups love useful leeches, because they are so easily manipulated. They make excellent shock troops, and can be employed to strike fear among the population and silence critics on the right.

If there’s any hope of saving our country, it lies with the useful idiots. With extremely few exceptions, the members of the other groups are not going to change. Useful idiots CAN change if they are approached and educated correctly. A friendly conversation here, a book or article passed along there, and slowly but surely the tide can be turned.

If we can begin to sway even 5-10% of the useful idiots, we can tilt the balance of our country back to its Constitutional foundation. We can’t look to others to do this. The work is ours. The future of our country rests with us.

(Thanks to my friend, Alan, for suggesting this topic.)

Common Core workbook teaches 2nd Amendment pertains only to REGISTERED arms

Common Core is an education initiative sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), the purpose of which is to establish consistent education standards across the states as well as ensure that students graduating from high school are prepared to enter college or the workforce.

Common Core is much criticized. Its mathematics program is needlessly and nonsensically convoluted. See my post of March 25, “Bizarre Common Core math.”

But it’s not just math.

Even more egregious is a Common Core workbook used by seventh-graders at Grant Middle School in Springfield, Ill., which presents the Second Amendment to the United State Constitution as guaranteeing the right to bear only arms that are registered.

The Second Amendment as written in the U.S. Constitution states: “A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.”

But the Common Core workbook (see below) says the Second Amendment “states that people have the right to certain weapons, providing that they register them and they have not been in prison.”


Jason Howerton reports for The Blaze, March 24, 2014:

Bob Hill, the superintendent of Springfield Public Schools, told 970 WMAY that he doesn’t plan to remove the workbook, despite the outrage it has generated among parents.

Hill said the workbook is not the only resource that provides a definition of the Second Amendment and that the interpretation found in the material teaches students “what happens with the right to bear arms in the context of 2014” because “in reality,” some places do require the registration of firearms.

Hill also claimed the material is not “proselytizing” a certain political point of view and said removing the material at this point in time is “pretty unfair relative to what the teacher has going on.” Micromanaging teachers in the district by reviewing all material they want to teach, he said, would be insulting to educators.

The material was created by a teacher who is now retired, but it continued to be used. Hill said several parents have asked him to remove the material, “which I’ve told them I wouldn’t do.”

Listen to Hill’s full interview with 970 WMAY here.

Robert C. Hill

Superintendent Robert C. Hill

Here’s contact info for Superintendent Bob Hill:

Robert C. Hill
Interim Superintendent
Springfield Public Schools
1900 West Monroe St.
Springfield, IL 62704
Phone: (217) 525-3000

Here are the members of Springfield Public Schools’ Board of Education:

Chuck Flamini, President
District 7
1909 Waterford Drive, 62703
Term Expires: April 2015
Adam Lopez, Vice-President
District 2
2917 Lakeshire Drive, 62707
Term Expires: April 2015
Lisa Funderburg
District 1
3001 Autumn Wood Drive, 62704
Term Expires: April 2017
Scott McFarland
District 3
1760 Fairmont Drive, 62702
Term Expires: April 2015
Mike Zimmers
District 4
2104 Noble Avenue, 62704
Term Expires: April 2017
Donna Moore
District 5
1501 Holmes Avenue, 62704
Term Expires: April 2017
Judith Ann Johnson
District 6
2013 E. Capitol Avenue, 62703
Term Expires: April 2017
Kala Woodside
Student Board Member
Term Expires: June 2014
Julie Hammers
Board Secretary
217/525-3005 (fax)

H/t Patriot Action


The future generation: America is doomed…

American University creates meaningful change in the world. With highly ranked schools and colleges and internationally recognized faculty, AU offers a balance between class time and career-advancing experience in Washington, D.C., and beyond. Its students, among the country’s most politically active, distinguish themselves for their service, leadership, and ability to rethink global and domestic challenges and opportunities.”


Bizarre Common Core math

Common Core (full name: Common Core State Standards Initiative or CCSSI) is an education initiative sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), the purpose of which is to establish consistent education standards across the states as well as ensure that students graduating from high school are prepared to enter college or the workforce.

On June 2, 2010, Common Core standards were released for mathematics and English language arts. States were given an incentive a lure to adopt the standards through the possibility of competitive federal Race to the Top grants.

To date, 44 of the 50 U.S. states and the District of Columbia are members of the CCSSI. Minnesota has adopted the English Language Arts standards but not the Mathematics standards. Texas, Virginia, Alaska, Nebraska and Indiana have not adopted the initiative.

Common Core is much criticized. The latest example has to do with its bizarre math that critics say is needlessly and nonsensically convoluted, so bizarre that a North Carolina dad with a Ph.D. was stumped by his kindergarten kid’s math homework assignment.

Below is an example of bizarre Common Core math.

Students are asked to solve what 427 minus 316 is, by using the number line below:

Common CoreDid you understand the math assignment?


You’re not alone.

This is what a mom wrote about her son’s math assignment (source: Clash Daily):

Common Core mathH/t FOTM’s Anon.

See also “Obama’s ‘Race to the Top’ Agenda,” Parts One and Two.


De Blasio says pre-K expansion will curb student suicides

"I know it all" DeBlasio...

“I know it all” DeBlasio…

NY Post: Suicide prevention starts in preschool . . . or so says Dr. de Blasio.

The mayor on Sunday called the suicide epidemic sweeping city schoolkids “troubling” — and then said he believes his proposed pre-K program could help curb the trend.

“It’s a larger societal phenomenon,” the mayor said, referring to student suicide, which has claimed the lives of 10 public-school kids in the past two months.

“It is deeply troubling,” de Blasio told reporters at an Upper East Side press conference on housing issues. “Its not just in our public schools. We’re seeing this at the college level, too. We have to reach children earlier.

He said allowing educators to reach children at an earlier age will give youngsters “hope” and “opportunity.” “I really believe early childhood education is crucial to the whole equation because it is part of putting kids on a productive, positive path early and not letting them feel like they can’t make it,” the mayor said.

But not everyone appreciated de Blasio’s not-so-subtle plug for his pre-K agenda, which includes taxing the wealthy to finance it. “The whole world doesn’t revolve around pre-K,” said Mona Davids, president of the New York City Parents’ Union.

“Suicides have nothing to do with pre-K,’’ she said. “Shame on the mayor for connecting the two.” “This is about mental-health issues that need to be addressed. Kids get bullied and school officials don’t do anything.”

As The Post reported Sunday, Schools Chancellor Carmen Fariña revealed the startling statistic before a group of city school principals during a closed-door meeting.

At that meeting, Fariña said she was “heartsick” to learn that 10 students had taken their own lives during her seven-week tenure. “I spoke to principals yesterday,” she said. “They have to understand, on top of academics . . . they also have to worry about their kids’ emotional needs.”

And what report did DeBlasio cite to prove that pre-kindergarten will help prevent suicides? This is just more rhetoric in DeBlasio’s push for universal pre-kindergarten – and a tax on the wealthy.

Good little mayor though – never let a crisis go to waste and never let it stop you from pushing your agenda.



Taxpayer-funded college brings back segregation: “This space is not for white people”

A taxpayer-funded junior college in Olympia, Washington, invited faculty and staff for a “happy hour” party, but whites were excluded.

Can you imagine the cries of “RACISM” if the reverse — an event for whites only — had happened?

Drew Mikkelsen reports for Seattle’s KING 5 News, March 11, 2014, that South Puget Sound Community College (SPSCC) in Olympia, Washington, sent out an invitation to a “happy hour” to only the “staff, faculty and administrators of color,” excluding whites.

The email invitation made it clear white people were not invited: “If you want to create space for white folks to meet and work on racism, white supremacy, and white privilege to better our campus community and yourselves, please feel free to do just that.”

To ensure whites would not attend the happy hour, recipients of the invitation were asked to respond to the email in order to find out the time and location of the Happy Hour.

After news broke that white people were being excluded, the happy hour was cancelled.

SPSCC’s Dean of College Relations, Kellie Purce Braseth, said “It was obviously a mistake” and that the college believes the best way to celebrate and discuss diversity is to include everyone. “If you want to come you should be able to come, that just makes a richer conversation.”

Kamara Blackhorn
Karama Blackhorn, program coordinator for the school’s Diversity and Equity Center who wrote the original invitation, said the invitation could have been worded differently. But she still defends the exclusion of whites, insisting that staff members of color would have a more honest discussion about race without white employees because “When trying to explicitly talk about race it can be a really difficult conversation for a lot of people. This space is not for white people; this space is for people of color.”

You can see and hear Blackhorn saying that in KING5′s new video. Click here.

Here’s contact info for South Puget Sound Community College:

Timothy Stokes

Dr. Timothy Stokes, President (From his photo, left, Stokes appears to be “white,” which means the college president himself would have been excluded from the happy hour. LOL)

Address: President’s Office 25- 203E
South Puget Community College
2011 Mottman Road SW
Olympia, WA 98512-6292
Phone: (360) 596-5206

H/t FOTM’s Julia


Nearly half of U.S. college graduates can find only low-wage jobs

. . . which also means those with low-education and low-skills who really should be doing those low-paying jobs are displaced, i.e., unemployed.

Welcome to the POS’s Amerika!

elections have consequences

Katherine Peralta for Bloomberg, March 6, 2014 that Americans with college degrees are competing with high-school graduates for low-wage jobs that don’t require college — a competition that has intensified during and after the recession. This means relatively higher unemployment, declining labor market participation and lower wages for those with less education.

The jobless rate of Americans ages 25 to 34 who have only completed high school grew 4.3 percentage points to 10.6% in 2013 from 2007, according to Bureau of Labor Statistics data. Unemployment for those in that age group with a college degree rose 1.5 percentage points to 3.7% in the same period.

Economist Richard Vedder, director of the Center for College Affordability and Productivity, a not-for-profit research organization in Washington, explains: “The underemployment of college graduates affects lesser educated parts of the labor force. Those with high-school diplomas that normally would have no problem getting jobs as bartenders or taxi drivers are sometimes kept from getting the jobs by people with college diplomas.” 

Recent college graduates are ending up in more low-wage and part-time positions as it’s become harder to find education-level appropriate jobs, according to a January study by the Federal Reserve Bank of New York.

In 2012, 44% of Americans ages 22 to 27 with at least a bachelor’s degree are employed in jobs that don’t require that level of education. In 2001, that percentage was 34%.

The New York Fed researchers said it isn’t clear whether two decades of increasing underemployment for recent graduates “represent a structural change in the labor market, or if they are a consequence of the two recessions and jobless recoveries in the first decade of the 2000s.”

Heidi Shierholz, economist at the Economic Policy Institute in Washington, points out that less-educated Americans are even more squeezed because although “College graduates might not be in a job that requires a college degree, but they’re more likely to have a job.”

Less-educated young adults are then more likely to drop out of the labor market, said Paul Beaudry, an economics professor at the University of British Columbia in Vancouver who studies U.S. employment trends. “At the complete bottom, we see people picking up the worst types of jobs or completely dropping out.”

The labor participation rate for those ages 25 to 34 with just a high school diploma fell four percentage points to 77.7% in 2013 from 2007. For those with a college degree and above, the rate dropped less than 1 percentage point, to 87.7%.

The share of young adults 20 to 24 years old neither in school nor working climbed to 19.4% in 2010 from 17.2% in 2006. For those ages 25 to 29, it rose to 21.3% from 20% in that period, according to a Federal Reserve Bank of Boston report in December.

A year-long survey ending in July 2012 of 500,000 Americans ages 19 to 29 showed that 63% of those fully employed had a bachelor’s degree, and their most common jobs were merchandise displayers, clothing-store and cellular phone sales representatives, according to Seattle-based PayScale Inc., which provides compensation information.

The share of recent college graduates in “good non-college jobs,” those with higher wage-growth potential, such as dental hygienists, has declined since 2000, according to the New York Fed study. Meanwhile, the portion has grown for those in low-wage jobs paying an average wage of below $25,000, including food servers and bartenders.

As the number of college graduates outweighs the availability of education-appropriate jobs and they take whatever they can get, everyone else is pushed down the ladder, said Katie Bardaro, PayScale’s lead economist and analytics manager. “There’s not really a lower-level job they can move into since they were already in a low-level job.”

However, a college education still means more pay than without a college diploma. In fact, the pay gap between college vs. high school grads is increasing:

  • In 1979, high school graduates were paid 77% of what college graduates made, whereas today it’s about 62%, according to a study by Washington-based Pew Research Center released last month.
  • College graduates ages 25 to 32 working full-time now earn on average $17,500 more annually, adjusted for inflation, than those with just a high-school diploma. In 1979, it was $9,690 more.

But that is small comfort because overall, both high school and college grads are getting poorer:

  • Today, 22% of Americans ages 25 to 32 with only a high school diploma live in poverty; in 1979, it was only 7%.
  • Today, 6% of college-educated young adults live in poverty; in 1979, it was 3%. 

I’m tired of rewriting Katherine Peralta’s long, tedious, and poorly-written Bloomberg article. Read the rest of her article, here.


Idaho Lawmakers Back Bill Allowing Guns on College Campuses

second amendment3

CBS Seattle: The House voted Thursday to back a bill that would allow students, faculty and visitors to carry guns on Idaho’s college campuses.

The 50-19 decision came after proponents argued the bill would uphold Second Amendment rights and give people on campuses to a way to protect themselves.

The legislation aims to let retired law enforcement officers and people with Idaho’s enhanced concealed-carry permit to bring guns anywhere except dormitories, stadiums and concert halls.

Rep. Judy Boyle, R-Midvale, said giving people the right to be armed and ready even in classrooms will let them act to halt or prevent violence while police are still too far away to intervene.

Boyle countered concerns that requirements for an enhanced permit — which requires applicants be 21 or older, take an eight-hour class and fire at least 98 rounds — aren’t enough to prepare a civilian to act in a stressful, high-stakes situation.

“You do not buy a firearm, take a class, then put it away,” Boyle said. “This is for your self-protection, and you know the more you practice the better you are.”

Rep. Ken Andrus, R-Lava Hot Springs, voted to send the bill forward in the hope it will give students and faculty a way to fend off criminals.

It would be wrong to rob potential victims of the chance to defend themselves against an attacker simply because they were on a college campus, Andrus said.

Lawmakers who voted against it skewered the measure, saying it’s being pushed through despite opposition from the heads of all eight public colleges and universities in the state.

Several university and college presidents testified at a public hearing that such a law would disrupt the learning environment they strive for and could put people at risk.

Rep. Ilana Rubel, D-Boise, called the measure a “financial kick in the shins” for colleges who say they now have to spend an estimated total of nearly $5 million to upgrade equipment and train security.

Universities will likely be forced to siphon that money out of professors’ salaries, athletics and other programs, Rubel said.

The Legislature’s choice to tune out college leaders and students who say they don’t want a weaponized campus is “sending a message of disregard and contempt” to the stakeholders who could be the ones staring down the barrel, she said.

Rep. Shirley Ringo, D-Moscow, said she worried about putting guns in the hands of students who may develop mental illness or even just suffer a lapse in judgment. “For a person such as that to have easy access to a gun is problematic,” Ringo said. Adding deadly weapons to a mix of academic pressures and drinking culture could bring serious consequences, she said.

The issue has inspired heated debate outside the walls of the Statehouse as well.

A rally on the Capitol steps last week drew a crowd of hundreds. A majority of demonstrators said they opposed the bill, although a smaller contingent of supporters turned out as well, some with guns strapped to their hips.

The bill has already cleared the Senate with a 25-10 vote. Now, it heads for the governor’s desk, where Gov. C.L. “Butch” Otter will decide whether to sign it into law.

As a woman (whose life has been threatened) I applaud this. I don’t want to have to be resigned to “tell your attacker you have a disease or are menstruating” and that “vomiting or urinating also may convince the attacker to leave you alone.”

Score one for the Second Amendment!