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In Vermont’s Randolph Elementary School last year, a third-grade boy was disciplined and made to apologize to a girl classmate who instructed those around her that she desired to be addressed by the pronouns “they” and “them.”  The boy was compelled to use the speech elected by the girl, not the other way around.  The boy is deprived of the choice of what pronouns of the English language he must employ.  These are determined in “gender theory” — not by rules of grammar, but of self-identity.  This is profoundly foolish but increasingly the fad at ideologically polluted public schools.

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The boy in question had remarked to another boy simply, “That girl ran 15 laps.”  This was a verboten use of trans-English, and the girl promptly reported the boy to the language police.  Both boys missed recess awaiting the official verdict — they were compelled to apologize to the girl, who self-identifies (for the moment) as “they.”

The problem for the eight-year-old boy is that his brain does not warp like the warped dimensions of gender pronouns; he is rooted in the functional linguistics imprinted by his parents and normative thinking.  Vermont third-graders are governed by “teachers” who do not understand what they are teaching — have the adults imposing these rules memorized the dozens of gender identities and gender pronouns that have rapidly proliferated?  This foolish thinking proposes an infinite number of gender pronouns, and even neopronouns.

The defining characteristic of these shifting linguistic sands is that they are based on subjective feelings.  Grammarly instructs: