Former #OECTA Prez insists on continued FREE parking for teachers. #onted #onpoli #tcdsb #tdsb #topoli #ottnews

The teachers unions go on and on about “climate emergency” and “only 12 years left” and “new green deal”.. but when it comes to promoting transit?? NOPE!

The free parking entitlement is a “de facto employment benefit” for all teachers. Not for nurses, not for other govt employees in downtown Toronto, not for any private sector employees. For federal govt employees, “government employees are required to pay market rates to park in any government-owned buildings and facilities, with the exception of employees with disabilities”

Yet, #OECTA insists that an UNWRITTEN privilege not written in their contract must be brought to the union bargaining table. BS.


Only 7% of TCDSB of teachers take TTC to work instead of driving their Vans to free $100/mo parking spots.. 30% of those who drive say it is because of “preference” or “cannot get home in case of emergency”! (ever heard of Uber?)


And James Ryan says teachers paying 40cents a day of carbon tax will solve the world’s problems!

Will the #ONDP call out the teachers for their free entitlements? Nope. What about Jag Singh and his “NO more fossil fuels”? Nope. Solidarity forever!



parking near Jarvis Collegiate:




Some bad school boards should be taken over for outrageous # of layoff notices! #onpoli #onted #topoli


We read about some boards laying off  up to 50% of their secondary teachers for 2019 2020!!

NNSB should be given 2 weeks to show why these were necessary given the 1% reduction in GSN (and an overall increase in the education budget). If not, the board should be suspended with a Provincial Administrator running it.

Every board who has given layoff notices to more than 15% of HS teachers should be required to justify this number publicly. within 1 month.. or else

Ontario Budget:




Truth about 2019 Edu budget. It is NOT drastic cuts:









As well, there are LOTS of layoffs that can be given to non-teaching positions: Superintendents, Managers of “Social Media”. Implementing market-rate parking for teachers (imagine giving FREE parking to teachers in downtown Toronto!! – good for the environment too!!



#Ontario Education system IS an academic disaster! #onted #onpoli #ocsb #tcdsb #ottnews


A VERY interesting study showing how poorly high school kids are prepared for 1st yr university. Unable to write essays, think critically , or do basic math. The universities studied are top end schools (Toronto, Waterloo, Western)! Read the brilliant article by Barbara Kay.

Don’t listen to teachers unions saying how amazing our school system is! Listen to the university professors! Read about Anne Stokke (Math prof). Read the study discussed by Barbara Kay

On another related note, teachers unions are whining loudly about the 1% cut in GSN funding (funding per student) after many years of large increases. This marginal cut is partially because increasing costs to taxpayer on teachers pensions (almost double in 3 yrs).



Teachers whine that course selection may decline.

We say “good”! Less bird classes (see bottom), tougher classes that demand essay writing, etc… Less, gender studies, photography, fashion, “career studies”, “leadership and peer support” classes (see bottom)

Less silly courses… more rigour… live within the $31.5 Billion budget for Ontario education!



Barbara Kay article

new study, “Academic Skill Deficiencies in four Ontario universities,” offers solid, but troubling evidence that the secondary schools feeding universities are falling well short of expectations on the skills-building front. In fact, this study, conducted at four Ontario universities — York, Western, Waterloo and Toronto, which together enrol 41 per cent of Ontario undergrads — found that “only about 44 per cent of students felt they had the generic skills needed to do well in their academic studies, 41 per cent could be classified as at risk in academic settings because of limited levels of basic skills, and 16 per cent lacked almost all the skills needed for higher learning.”

16 per cent lacked almost all the skills needed for higher learning

The study team, co-led by York University Department of Sociology Professor J. Paul Grayson, and Western University Department of Sociology Professor James Côté, included associate professor of sociology Robert Kenedy of York University, and researchers Liang Hsuan Chen of the University of Toronto Scarborough and Sharon Roberts of the University of Waterloo.

The study was motivated by Grayson’s and Kenedy’s frustration in having to teach students they deemed unprepared in the critical thinking and research and writing competency required for their social sciences courses at York. Wishing to know the students’ point of view, in late 2017 they surveyed 22,000 students from all disciplines and levels of study enrolled in the faculty of Liberal Arts and Professional Studies at York. They posed 50 questions to students of all demographic backgrounds. Skill questions focused on writing ability, test-taking, analysis, time and group management, research, giving presentations and elemental numeracy. A year later, the same survey was performed at the three other universities cited. The results were consistent across the board.

Clearly the secondary-school system is failing to meet basic pedagogical objectives, and is failing to cull incompetent students

And, as noted, the results were dismal. Students in the at-risk and dysfunctional groups received poor grades, were more likely to consider dropping out and reported dissatisfaction with their university experience overall. One student’s comments summed up typical complaints: “Not enough time on tests. Have difficulty citing. We are not taught. Have difficulty with multiple-choice, short and long answer questions on tests. We should be taught how to cite properly!”

Notably, the authors say that these “effects held independently of students having good grades in high school, of being a domestic or international student, of being the first in their families to attend university, of gender, and of having spoken English in their homes while growing up.”

One cannot blame the universities for these student deficits, which, the authors observe, are often irremediable over the course of campus residency. Clearly the secondary-school system is failing to meet basic pedagogical objectives, and is failing to cull incompetent students. University students should be honing already-absorbed competencies, not learning them from scratch, nor should university-level academics’ time be wasted in remedial instruction.

But pedagogues K-12 are often in denial of the problem, because they are themselves in thrall to the “self-esteem” zeitgeist, about which so much ink has been spilt. They are giving good grades to work that does not merit it, because of the prevailing “all must have prizes” culture they operate within. In a 2008 study, psychology professor Ellen Greenberger found that two-thirds of university students believe that if they’re “trying hard,” their grades should reflect their effort, not their actual achievement. One-third of the 400 undergrads her team interviewed for the study felt they deserved a B grade just for attending most of a course’s classes.

One of the Grayson et al study’s authors, James Côté, co-authored the 2007 book, Ivory Tower Blues: A University System in Crisis, which reported the results of an in-depth analysis of the self-esteem movement’s consequences at Western University in the faculties of arts, social science and natural science.

The authors wrote: “Students with high self-esteem based on false feedback are much more difficult to teach because many cannot take criticism and feedback without assuming that it is personal. Experimental research suggests that such people attempt to preserve their self-esteem, not by altering their behaviour so that it becomes more based in reality, but by attacking the source of the threat.” More than one-third of the profs they interviewed identified fewer than 10 per cent of their students as “fully engaged.” Over 80 per cent of professors said they had dumbed down their course work, and had reduced the frequency and difficulty of assignments.

But even when course work is made easier, the students are not prepared. One student wrote to professors Grayson and Kenedy: “IM IN FIRST YEAR AND IM DOING SO BAD AND IM SO SCARED BC IM FINDING IT REALLY HARD TO MANAGE MY TIME AND MY ANXIETY HAS GOTTEN SO BAD AND IDK WHAT TO DO AND IM SCARED OF GETTING KICKED OUT AND IM JUST SCARED.”

This study might well have been called “Scary cultural chickens coming home to roost in Ontario universities.” Over to you, Premier Ford.




Course Calendar 2019-20 -for printing

Many of the silly courses are “O level” (Open Level) and are used by kids in the “Academic” (ie. headed to university) stream. They are ridiculous compared to Academic courses (which are also too easy)!





Related:   Leadership and Peer Support (GPP3O1)


IFSD Chart (not including taxpayers’ costs of Teachers pension plan)






Still lots of $$ in boards. OCSB is hiring a manager for Facebook and Instagram and Twitter as opposed to spending more $$ on EAs etc




#OCSB and Ramadan.

Given the huge number of practicing Muslims in OCSB “catholic” High schools and also now elementary schools (remember how they used to require kids to be nominally Catholic with a baptism certificate?), it is not surprising that elementary have been sent the following about Ramadan to share with staff.

Some elementary “catholic” schools in Ottawa have more practicing Muslims than practicing Catholics (ie. weekly mass attendance etc)

Given the demographic collapse in Catholicism in Ontario, OCSB leads the way of turning their elementary system to be open-access multi-faith. Other “catholic” school boards will do the same in order to survive in the short/medium term:




Just a reminder to all the Teachers at OCSB.. here is what our great saints said about Mohammed:

“Whoever does not embrace the Catholic Christian faith is lost, like your false prophet Muhammad.”

-St. Peter Mavimenus (d. 8th century), martyr from Gaza. Response reported in the Martyriologum Romanum when he was asked to convert to Islam by a group of Muslims.


“There is also the superstition of the Ishmaelites which to this day prevails and keeps people in error, being a forerunner of the Antichrist…. From that time to the present a false prophet named Mohammed has appeared in their midst. This man, after having chanced upon the Old and New Testaments and likewise, it seems, having conversed with an Arian monk, devised his own heresy. Then, having insinuated himself into the good graces of the people by a show of seeming piety, he gave out that a certain book had been sent down to him from heaven. He had set down some ridiculous compositions in this book of his and he gave it to them as an object of veneration.”

-St. John Damascene (d. 749), Syrian Arab Catholic monk and scholar. Quoted from his book On Heresies under the section On the Heresy of the Ishmaelites (in The Fathers of the Church. Vol. 37. Translated by the Catholic University of America. CUA Press. 1958. Pages 153-160.)


“We profess Christ to be truly God and your prophet to be a precursor of the Antichrist and other profane doctrine.”

-Sts. Habenitus, Jeremiah, Peter, Sabinian, Walabonsus, and Wistremundus (d. 851), martyrs of Cordoba, Spain. Reported in the Memoriale Sanctorum in response to Spanish Umayyad Caliph ‘Abd Ar-Rahman II’s ministers that they convert to Islam on pain of death.


“On the other hand, those who founded sects committed to erroneous doctrines proceeded in a way that is opposite to this, the point is clear in the case of Muhammad. He seduced the people by promises of carnal pleasure to which the concupiscence of the flesh goads us. His teaching also contained precepts that were in conformity with his promises, and he gave free rein to carnal pleasure. In all this, as is not unexpected, he was obeyed by carnal men. As for proofs of the truth of his doctrine, he brought forward only such as could be grasped by the natural ability of anyone with a very modest wisdom. Indeed, the truths that he taught he mingled with many fables and with doctrines of the greatest falsity. He did not bring forth any signs produced in a supernatural way, which alone fittingly gives witness to divine inspiration; for a visible action that can be only divine reveals an invisibly inspired teacher of truth. On the contrary, Muhammad said that he was sent in the power of his arms—which are signs not lacking even to robbers and tyrants.”

St. Thomas Aquinas (d. 1274), Theologian and Doctor of the Church. Quoted from his De Rationibus Fidei Contra Saracenos, Graecos, et Armenos and translated from Fr. Damian Fehlner’sAquinas on Reasons for the Faith: Against the Muslims, Greeks, and Armenians (Franciscans of the Immaculate. 2002.).


“As we have seen, Muhammed had neither supernatural miracles nor natural motives of reason to persuade those of his sect. As he lacked in everything, he took to bestial and barbaric means, which is the force of arms. Thus he introduced and promulgated his message with robberies, murders, and bloodshedding, destroying those who did not want to receive it, and with the same means his ministers conserve this today, until God placates his anger and destroys this pestilence from the earth.


(Muhammad) can also be figured for the dragon in the same Apocalypse which says that the dragon swept up a third of the stars and hurled down a third to earth. Although this line is more appropriately understood concerning the Antichrist, Mohammed was his precursor – the prophet of Satan, father of the sons of haughtiness.


Even if all the things contained in his law were fables in philosophy and errors in theology, even for those who do not possess the light of reason, the very manners (Islam) teaches are from a school of vicious bestialities. (Muhammad) did not prove his new sect with any motive, having neither supernatural miracles nor natural reasons, but solely the force of arms, violence, fictions, lies, and carnal license. It remains an impious, blasphemous, vicious cult, an innovention of the devil, and the direct way into the fires of hell. It does not even merit the name of being called a religion.”

-St. Juan de Ribera (d.1611), Archbishop of Valencia, missionary to Spanish Muslims, and organizer of the Muslim expulsions of 1609 from Spain. Quoted in several locations from his 1599Catechismo para la Instruccion de los Nuevos Convertidos de los Moros (my translation).


“The Mahometan paradise, however, is only fit for beasts; for filthy sensual pleasure is all the believer has to expect there.”

St. Alfonsus Liguori (d. 1787). Quoted from his book, The History of Heresies and their Refutation.


Hilaire Belloc, the great 20th century Catholic historian and poet, warned in 1929 that Islam would make a return to the world stage:

We shall almost certainly have to reckon with Islam in the near future. Perhaps, if we lose our Faith, it will rise. For after this subjugation of the Islamic culture by the nominally Christian had already been achieved, the political conquerors of that culture began to notice two disquieting features about it. The first was that its spiritual foundation proved immovable; the second that its area of occupation did not recede, but on the contrary slowly expanded.


In my own youth the decaying power of Islam (for it was still decaying) in the Near East was a strong menace to the peace of Europe. Those old people of whom I speak had grandparents in whose times Islam was still able to menace the West. The Turks besieged Vienna and nearly took it, less than a century before the American Declaration of Independence. Islam was then our superior, especially in military art. There is no reason why its recent inferiority in mechanical construction, whether military or civilian, should continue indefinitely. Even a slight accession of material power would make the further control of Islam by an alien culture difficult. A little more and there will cease that which our time has taken for granted, the physical domination of Islam by the disintegrated Christendom we know.



PS: this blog calls for NO malice or hatred or violence to Muslims. We only call for peaceful evangelization of all the peoples of the world.





CCCB and Rolheiser OMI and Matthew Fox Cosmic Mass. #catholic

Ron Rolheiser OMI is President of the OST – Oblate School of Theology

It is hosting a wacko Cosmic Mass of Matthew Fox nutbar fame.

Rolheiser was Keynote Speaker at CCCB Evangelization conference

Rolheiser is a Columnist for Catholic Register:

Rolheiser and “Cosmic Christ”



OST is really out there.. Eg “forest dwelling”


#Catholic demographic collapse. #onted #onpoli #oecta #ocsb #tcdsb

As a followup to this:

and the lack of baptisms of children of presumed Catholics (Canada has almost half the rate of the USA!):

Globally in 2016, there were 10.2 baptisms of children under the age of 7 for every 1,000 Catholics. The rate in the United States was 9.6, while in Canada it was 5.3.

The rates of child baptism were lower than they were 30 years ago. The Statistical Yearbook of the Church for 1986 said globally 18.9 children were baptized for every 1,000 Catholics. The rate in the U.S. was 17.6, and in the Middle East, it was 11.9.


The collapse in the last 13 yrs in USA (and probably worse in English Canada) is astonishing:

US Catholic 2US Catholic

Note: Catholic schools in US are tuition based private schools.


  • 33% decline in infant baptisms in 13 yrs
  • 18% decline in weekly mass attendance in 13yrs (probably mainly older, probably worse in Ontario)
  • 33% decline of primary school age kids in parish religious education in 13 yrs
  • 70% increase in “former” Catholics in 13 yrs
  • 31% drop in Catholic marriages in 13 yrs.
  • The Archdiocese of Toronto, Canada’s largest diocese, has witnessed a decrease in Catholic weddings — down 28 per cent from 2006 to 2016 in 11 years despite rapid population growth.



Meanwhile, there are 40,000 kids in the OCSB “Catholic” school system. OCSB, unlike some other Catholic school boards, are “open access” to all kids in both secondary and elementary. In fact some elementary schools in OCSB, nominal “Catholics” are in the minority. Weekly mass attending children would be a extreme minority (2%?)

How many of those children will you see at a regular Sunday Mass?? 1000 across the whole city? How many of them will baptize their kids or get married in a Catholic church?

In 11 more years (2030), what will the statistics in Ontario be? How many baptized Catholic school-aged children will there be? We are already baptizing at half the rate of the US (could be some Quebec effect on Canadian numbers)

With the above demographic disaster, can so-called “catholic” school system survive? (2019: 575,000 students in more than 1500 “catholic” schools)



(identical or worse moral results than secular system)