Tag: education

WA Policy Center: Effects of Emergency-ordered School Closures on Children

The Washington Policy Center has released on study titled The effect of emergency-ordered school closings, learning loss and mask mandates on children. Here are the key findings:

1. The governor’s decision to close public schools for nearly two years in response to COVID-19 significantly affected Washington’s 1.1 million public school students.

2. Research shows many students suffered long-term learning loss and psychological and emotional harm, resulting in limited future opportunities in life.

3. State test scores show public schools failed to adequately educate 70 percent of students in math and 52 percent of students in English.

4. Low-income students were most severely affected, with 8,700 fewer such students applying for state-funded college scholarships.

5. Some public schools have dropped standard grading and are automatically passing all students, regardless of the true level of learning they have received.

6. High school students suffered academic, mental and social harms due to enforced isolation from normal community, athletic and school-related activities.

7. Public health findings show the negative educational and social effects of shut-down orders were greater for this very low-risk group than the limited risk of exposure to COVID-19.

8. The 1.1 million students who attend public schools are being automatically promoted to the next grade. 

Introduction

Governor Inslee responded to the national COVID health crisis by closing the public schools in Washington state to in-person instruction from March 2020 to September 2021, and allowing them to re-open sporadically the fall of 2021. Governor Inslee also mandated the use of masks and other face covering, and implemented social distancing rules in daycares and schools from March 2020 to March of 2022.

As a result of these three policies – school closures, masks mandates and social distancing, the 1.1 million students attending Washington’s public schools had their education disrupted for nearly two years.

The stated reason for imposing these policies was to slow or stop the spread of the COVID-19 virus. Recent studies have raised questions about whether or to what extent these extreme measures provided a public health benefit. There is no question, however, that these policies had a severe impact on children. This study reviews the human outcomes of school closures, mask mandates and social distancing and the impact they had on the social and learning losses experienced by children in Washington state…

Click here to read the entire study.

The American Mind: The Purposeful Degradation of America’s Schools

Christina Villegas of the Independent Women’s Forum writes at The American Mind of The Purposeful Degradation of America’s Schools by radicals with money.

In the wake of school shutdowns, distance learning, and widely publicized school board battles, two trends have become increasingly difficult to conceal. The first is the failure of many of America’s primary and secondary schools to educate children competently—a failure marked by distressingly low levels of student proficiency and widening achievement gaps in core subjects like math and reading. The second is the growing prominence of radical ideology in the nation’s K-12 classrooms.

Equally disturbing is evidence that these trends are largely correlated and that an iron triangle of self-interested actors is contributing to their acceleration in school districts across the country—even those esteemed for high achievement.

Over the past decade, local school districts have proved easy targets for radical ideologues seeking to acquire cultural power. Though prolonged distance learning and draconian mandates have shaken the pre-pandemic confidence that many parents had in edu-crats to put the well-being of their children first, local districts and school boards have historically enjoyed a high level of public trust. Until recently, little attention was paid to union politics, school board decision making, classroom curriculum, or teacher training.  As a result, activists and special interest groups bankrolled by far-left foundations have inundated primary and secondary education with radical race, gender, and queer theory, usually under the guise of innocuous sounding phrases like equity-based education, culturally responsive teaching, and social and emotional learning. While children are increasingly being taught that western institutions are systemically and irredeemably racist, sexist, etc., they are not adequately learning to read or do math. The districts most vested in radical ideology often have the worst results in terms of academic achievement and racial disparities. Seattle has embraced left-wing initiatives for decades and has one of the worst black-white achievement gaps in the nation.

Many people concerned about the perversion of children’s minds by radical theories still believe that the poisoners are animated by the good intentions of promoting racial sensitivity, tolerance, and advancement of the vulnerable and less privileged. More attention, however, ought to be paid to the monetary and other interests motivating those facilitating such initiatives and how these actors directly gain by betraying the interests of children.

In his new book, investigative journalist Luke Rosiak highlights pocket lining by captured interests. In the name of “equity” (a code word for forcing equal outcomes and making reparations for real or alleged past injustice, even by lowering the bar and rigging the stats), school districts have hired an army of extravagantly paid bureaucrats and consultants. Even as children were barred from attending schools, newly installed equity officers continued to bring in six figure salaries. School districts across the nation, including many that are financially struggling, frequently dole out hundreds of thousands to cover the extravagant fees charged by “anti-racism” consultants, sometimes having to lay off teachers as a result.

These highly paid hustlers are not the only ones who profit from the lucrative “equity” and “anti-racism” racket. Union leaders, superintendents, and others seeking to conceal responsibility for failure have a vested interest in maintaining the charade. Rather than working to fix the problem and admitting that they are failing children, tax paid activists promulgate the idea that attendance requirements, performance standards, and other criteria used to measure merit and success are rigged to preserve white cis-gender privilege. Low and high performing educators alike are pressured to drastically lower the bar. Practically speaking, this has resulted in wide-spread grade inflation, eliminating testing and attendance requirements, and graduating students from high school who are functionally illiterate. This enables self-interested parties to cook the books and claim success even when the situation has worsened.

All of this dysfunction is funded by elite foundations, staffed by radicals and stuffed with billions of tax-free dollars. “It doesn’t occur to most people that the Ford Foundation is a villain,” Rosiak says. “The people behind CRT are the foundations I named, they are profoundly radical and profoundly powerful. And so it’s like a lot of things in the school’s world. Radicals escape accountability through anonymity.”

This shameful coverup for the abysmal performance of government schools hurts poor, minority, and other vulnerable students most. Furthermore, the bigotry of low standards, which has only aggravated disparities, is used to justify expansion of the same initiatives that contributed to the problem in the first place. In the end, the destructive cycle further advances the interest of radical ideologues. Children who aren’t prepared academically, who are told that they are either victims or perpetrators of racism, and who are constantly pressured to question their identity, are more easily groomed into disgruntled activists. Lacking the skills required for upward mobility and the capacity to critically evaluate what they have been taught, they become useful serfs in the Left’s cultural revolution.

It’s time for lawmakers who believe that education should be directed towards academic achievement and preparing American children from all backgrounds to live responsible, meaning-filled lives to stop funding radical, destructive interests. Instead, they should vest power, influence, and options directly into the hands of parents—the only group across race and class whose self-interest is based simply on a desire to see their children thrive.

Forloveofgodandcountry: School Parents Bill of Rights

Diane Rufino at Forloveofgodandcountry’s Blog has written an article on the education system titled A Parent’s Bill of Rights. In it she discusses some failings in the school system and the loss of parental input and control over education.

Excerpt:

…Back in the day (and I’m not that old), it was always assumed that religion, morality, and knowledge were the legs to a solid public school education. It was always assumed that those in charge of the education of our children were in line with the rightful expectations of parents. And we, as parents, used to believe that we could go into the schools, into our child’s classroom, and see what they are learning and how they are being taught. This was so back in the 70’s when I was a child in the public school system in New Jersey and up until several years ago in North Carolina. What changed?  When did we lose the time-honored notion of a “sound, basic education?” When did we as parents lose our rights to know how our children are being educated? When did we lose control over our children?  When did the school system take control of them and disrupt the parent-child relationship?  When did the school system usurp our parental rights?

And so, I’d like to address a different topic with regard with the education of our children in this article –  a PARENT’S BILL OF RIGHTS…

Parents have a voice and that voice needs to be heard. They have rights and they need to be respected and not ignored. Parents have every right to be involved in the classroom. After I heard Ms. Kelly Mann, the Outreach Director for the John Locke Foundation (Raleigh, NC) mention an article she had written on A Parent’s Bill of Rights for its website, I became energized to help promote it. I wrote to every single North Carolina house member and every single state senator asking them to consider a bill officially recognizing parents’ rights in the education of their children.

A Parent’s Bill of Rights should, at least, include all of the following. I’m sure parents can come up with additional “rights” and I hope they do. The first 10 rights come from Ms. Mann (I want to make sure she gets the credit, which she absolutely deserves) and the rest are ones that I’ve come up with:

  1. Education funds must follow students, not systems.
  2. Parents have the right to engage in the selection and approval of academic standards.
  3. Parents have the right to access educational materials, resources, and syllabi taught to their children in the classroom.
  4. Parents have the right to make medical care decisions on behalf of their children.
  5. Parents will receive timely notification of information related to the health, well-being, and education of their children.
  6. In-person education is a right that should always be available as a choice.
  7. Parents have the right to transparent access to school and school district academic performance.
  8. Parents have the right to access detailed and up-to-date district financial records.
  9. Parents have the right to opt their children out of the classroom for delivery of content listed in the syllabus with which they disagree.
  10. Parents have the right to know of threats to their child’s safety (individually or school-wide).
  11. Parents have the right to determine and choose which education environment will best serve their child’s education needs, without judgement from others or resistance by the school system, even if that environment is at home (home-schooling).
  12. Parents have the fundamental right to make decisions regarding their child’s education, well-being, and access to public school progressive indoctrination. Religion, morality, family and social values are matters to be directed and respected as belonging to parents.
  13. Parents have the right to be able to sit-in on their child’s class, upon making a request to do so.
  14.  Parents have the right to be provided with information, data, and statistics as to the shortcomings or failures (as well as successes) of each school system their child can potentially attend.
  15. Parents have the right to be notified should the school feel the need to have a counselor speak to their child, and to have the right to refuse to have their child “counseled” by the school.
  16. Parents have the absolute right to be notified of and to be involved in the filling out of ANY questionnaire or survey that the school assigns to their child. Likewise, parents have the absolute right to refuse to have their child answer such questionnaires or surveys. Parents have the right to control what information is shared with the school system (ie, government).
  17. For parents of exceptional children:  Parents have the right to have their child’s exceptionalism diagnosed and served by the education system.

WA Policy Center: State Superintendent – Schools Don’t Need “a Ton” More Money

The Washington Policy Center reports on recent comments from an interview by State School Superintendent Chris Reykdal in State superintendent says schools don’t need “a ton” more money; says some high school students should have access to school choice

Recently on TVW’s show Inside Olympia, Austin Jenkins interviewed state superintendent Chris Reykdal about the COVID-19 school shutdown and the upcoming legislative session.

Surprisingly, Superintendent Reykdal admitted his own son is “struggling mightily” under remote instruction.  He called for a vocational program based on school choice, so students can attend a vocational school or take apprenticeship training.

This is similar to the popular Running Start choice program, under which students take their funding to a community college. He said high school students should be able to control their own education funding.

Reykdal also said he won’t be asking the legislature for a “ton” more money for the public schools. He admitted the way schools spend money is more important than the amount of money the system gets, and shared a personal story about the impact of the COVID school shutdown on his own family.

Here are the key exchanges:

Austin Jenkins:

“What are you hearing about this, and how alarmed are you, that [middle and high school] kids are literally flunking out, failing, because of this remote learning situation?” (At 17:45)

Chris Reykdal:

“I am bothered by it. I am living it right now as a parent of two teenagers, who have historically been very successful academically, taking advanced courses, including AP courses and college level courses while in high school.  And I have one of them who is struggling mightily in classes, that never would have been the situation if they had been face-to-face. So how did this happen? Number one, we gave very clear advice to districts to limit the number of learning standards ….and a lot of great educators made that transition, and I think some of them didn’t, and still try to cover too much content…..I would never design a school system around remote learning.” (At 18:23)

Austin Jenkins:

“What will the 2021 session look like for your agency?” (At 23:10)

Chris Reykdal:

“….We [the state] spend $25,000 per child over the last two years of high school, about $12,500 each year. We need to give students a lot more ability to grab those resources and go find a pathway that works for them. Which means, great full-time Running Start, that works, but what about the student who wants to be a fabricator, a welder, a plumber, an electrician, they need to go find a program full-time for those last two years….but the entire high school system in the U.S. is a broken system…we have to rethink this completely…” (At 24:26, emphasis added.)

Austin Jenkins:

“Any specific budget asks of the legislature?” (At 25:38)

Chris Reykdal:

“…It’s remarkable that we are going to return money because we didn’t transport kids around, but we are desperate to have one-to-one learning supports for students who are struggling…. It isn’t that we need a ton of new money, it’s that we need flexibility with the money we do have…. . “(At 26:01, emphasis added.)

Superintendent Reykdal is right. The schools do not need more money.

He is also right that students and parents should have more control over education dollars (should “grab those resources” as he puts it).  That way families, not rigid education bureaucracies, could access the learning resources that work best for them.

Lawmakers in Idaho are more forward-looking in this regard.  A few years ago the legislature there started giving every seventh-grade student over $4,000 in public money to help plan for high school.  The response has been enthusiastic, with parents seizing the chance to make good education choices for their kids.

Idaho is not alone.  Leaders in 29 states and the District of Columbia provide over 67 education choice programs, giving families direct access to scholarships, learning vouchers, tax-free Education Savings Accounts and tax credits to pay for tuition at private schools, and to hire tutors, learning coaches and other skilled educators for their children.

These choice programs are very popular, especially with low-income and minority families who are badly underserved by the traditional system.

By the way, the $12,500 Superintendent Reykdal proposes is only state-level funding.  Local and federal money add more.  Statewide that’s an average of $15,700 per student.  In Seattle alone, taxpayers spend $20,200 per student.

Perhaps a silver lining of the COVID-19 school shut-down is that top leaders like Superintendent Reykdal are finally experiencing first-hand the poor public education choices most families face every day.  He may be opening his mind to the idea that many students can “find a pathway” that works for them, by giving families “more ability to grab those [educational] resources.”

He’s right.  If lawmakers let students and parents control more of their own public education dollars to access better learning programs after a year of locked-down schools, it will be a big step in the right direction.

Zero Hedge: We Live More And More In A World In Which Facts No Longer Matter

Michael Every of Rabobank writes this short article at Zero Hedge – We Live More And More In A World In Which Facts No Longer Matter. In the article, Every mostly talks about politics, but the concept has farther reaching implications in our society. My spouse and I have discussed it frequently during this pandemic; one of the reasons that people are so divided about various issues, including pandemic responses, is because they can pick their “facts.” We have an education system that has been so bad for so long that few people are capable of understanding even simpler scientific journal articles. Not all journal articles are equal. Some are filled with bad science, bad math, bad statistics, and/or bad methodologies. So when one study says that X is bad, and another says Y is good, people simply choose the answer they prefer.

The same is true for news articles. On the internet, you can find sources espousing just about any position on any issue, so it’s easy for people to take any position and point to those voices as proof that their belief is true. It fuels divisiveness because the different sides of an issue all believe that the facts are on their side and are incapable of objectively evaluating the underlying assumptions and information. Every debate becomes a holy war because every belief is taken on faith rather than reason.

The fix for that problem is broader education (education, not necessarily schooling) which encompasses science, mathematics, statistics, philosophy, etc. That’s a difficult change to make, and, as we know, those in power will not take the difficult road when a superficial attempt which also increases their own power will suffice. Instead of education reform, you get people calling for shutting down all of those different voices so that only the approved messages get through. Those approved messages aren’t necessarily the truthful ones, they’re the ones that support those in power.

Day by day, we live more and more in a world in which facts no longer matter. Social media, a bitterly-bipartisan mainstream media, and socio-economic and cultural polarization all mean we can inhabit the world of facts we find most comfortable and convenient. Indeed, as the economy becomes more Dickensian in terms of income and wealth equality it also becomes more *literally* Dickensian:

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.”

And that’s just the US Vice-Presidential debate from last night, which offered up generous helpings of political pound(ing)s, shillings, and (Mike) Pence. Which for those who don’t know, was the old British Imperial money system until 1971 when, as my late grandmother referred to it, the UK joined the “decimal diddle dum dee club”. And one wonders how people ever wondered how Brexit could happen…

Of course, the VP debate also saw vast quantities of question-dodging over key issues, or answers that seemed to be to entirely different questions – to no response from the moderator-bot, which only seemed to be programmed to worry if people over-ran, rather than running over facts. It was still a vast improvement last week, however, in that there was actually some debate in it.

Who ‘won’? See the various polls from different sides of the political aisle: CNN said Harris 59% – 38%; Telemundo said Pence 76% – 24%. But the key point is that nowadays whomever *you* like won – after all, it is the ‘epoch of belief’. Likewise, whomever *you* like is comfortably winning the election. That is the meme both sides can cling to until 3 November. (And then, political risk analysts fear, it may be time for either loser to embrace a conspiracy theory as to why they didn’t actually lose.) Yet if we wanted to pretend actual facts mattered for a fleeting moment, the key question would be which side’s base feels more enthused after having sat through the VP debate: who got more policy red (or blue) meat thrown their way?

Talking of the (overdone) red meat side of things, the Heavenly side (as shall be explained), the conspiracy-theory side, and the ‘best of times, worst of times’ side, yet again we also see a Tweet from Trump trumping other news. Trump announced he believes the drug he was treated with is a “cure”; more important than the vaccine (which is coming “very, very shortly….right after the election”); and Regeneron will be shortly be freely available *and free* to those who need it. Indeed, Trump said he wants everybody to be given the same treatment he got without payment as “It wasn’t your fault…, it was China’s fault, and China is going to pay a big price.”

Is that related to the Bloomberg story yesterday talking about a possible looming US crackdown on Tencent and Ant Financial to stop China expanding its digital payments platforms? Or is it related to Mike Pompeo busily trying to form an Asian version of NATO? Or is it something else equally world-splitting if carried out in full?

Another good question that wasn’t asked at all at the VP debate that happened after that Trump video: is free Regeneron socialised medicine? The media aren’t asking either, instead running with the Trumpian phrase it was “a blessing from God” he caught Covid-19 (which he instantly qualified to “a blessing in disguise,” which itself is disguised in all those exegesis-esque headlines).

Meanwhile, preceding both the VP debate and the Trump video we had the FOMC minutes, a body which has played as large a role in our drift into all forms of Dickensianism as anyone. As Philip Marey notes, these represent “The quiet before the storm”. In particular, he points out that the minutes revealed quite some disagreement within the FOMC regarding the forward guidance on rates: a Dickensian dichotomy, one might say. As long as we are in a pandemic environment this may not matter very much. However, he believes that “by the time we get closer to the exit, the practice of flexible average inflation targeting may become a cacophony”. There’s something to look forward to.

The minutes also showed that the economic outlook (and thus the FOMC’s projections) assumed additional fiscal support, and that if future fiscal support was significantly smaller or arrived later than expected the FOMC thinks the pace of the recovery could be slower than anticipated. “Send more money now,” in short. This could still happen before the election in one form or another, even if Larry Kudlow isn’t in the loop. After all, if you are giving away Regeneron free now, why not?

Philip concludes that several headwinds are converging in Q4 that could upset the economic recovery, and that the next time the Fed meets will be in the stormy environment after Election Day.  

The Fed, meanwhile, will continue to try to send us the message that ends the book whose long opening line I have already quoted: “It is a far, far better thing that I do, than I have ever done; it is a far, far better rest that I go to than I have ever known.”(**Spoiler alert** – that particular guy gets his head cut off in a revolution.)

Which is what Nicola Sturgeon must be thinking of as she closes down central Scotland’s pubs (and restaurants) for over two weeks(?)

FEE: 5 Things I Learned Debating the Prof Calling for Ban on Homeschooling

Kerry McDonald of the Future of Economic Education recently debated (video through link) Harvard Law School professor Elizabeth Bartholet who had called for a “presumptive ban” on homeschooling. In 5 Things I Learned Debating the Harvard Prof Who Called for a “Presumptive Ban” on Homeschooling she discusses her takeaways from the debate.

On Monday, I debated the Harvard professor who proposes a “presumptive ban” on homeschooling. Thousands of viewers tuned in to watch the live, online discussion hosted by the Cato Institute. With 1,000 submitted audience questions, the 90-minute webinar only scratched the surface of the issue about who is presumed to know what is best for children: parents or the state. Here is the replay link in case you missed it.

Last week, I outlined much of my argument against Harvard Law School professor Elizabeth Bartholet that I incorporated into our debate, but here are five takeaways from Monday’s discussion:

While this event was framed as a discussion about homeschooling, including whether and how to regulate the practice, it is clear that homeschooling is just a strawman. The real issue focuses on the role of government in people’s lives, and in particular in the lives of families and children. In her 80-page Arizona Law Review article that sparked this controversy, Professor Bartholet makes it clear that she is seeking a reinterpretation of the US Constitution, which she calls “outdated and inadequate,” to move from its existing focus on negative rights, or individuals being free from state intervention, to positive rights where the state takes a much more active role in citizens’ lives.

During Monday’s discussion, Professor Bartholet explained that “some parents can’t be trusted to not abuse and neglect their children,” and that is why “kids are going to be way better off if both parent and state are involved.” She said her argument focuses on “the state having the right to assert the rights of the child to both education and protection.” Finally, Professor Bartholet said that it’s important to “have the state have some say in protecting children and in trying to raise them so that the children have a decent chance at a future and also are likely to participate in some positive, meaningful ways in the larger society.”

It’s true that the state has a role in protecting children from harm, but does it really have a role in “trying to raise them”? And if the state does have a role in raising children to be competent adults, then the fact that two-thirds of US schoolchildren are not reading proficiently, and more than three-quarters are not proficient in civics, should cause us to be skeptical about the state’s ability to ensure competence.

I made the point on Monday that we already have an established government system to protect children from abuse and neglect. The mission of Child Protective Services (CPS) is to investigate suspected child abuse and punish perpetrators. CPS is plagued with problems and must be dramatically reformed, but the key is to improve the current government system meant to protect children rather than singling out homeschoolers for additional regulation and government oversight. This is particularly true when there is no compelling evidence that homeschooling parents are more likely to abuse their children than non-homeschooling parents, and some research to suggest that homeschooling parents are actually less likely to abuse their children.

Additionally, and perhaps most disturbingly, this argument for more state involvement in the lives of homeschoolers ignores the fact that children are routinely abused in government schools by government educators, as well as by school peers. If the government can’t even protect children enrolled in its own heavily regulated and surveilled schools, then how can it possibly argue for the right to regulate and monitor those families who opt out?

Of all the recommendations included in the Harvard professor’s proposed presumptive ban on homeschooling, the one that caused the most uproar among both homeschoolers and libertarians was the call for regular home visits of homeschooling families, with no evidence of wrongdoing.

In my remarks during Monday’s debate, I included a quote from a Hispanic homeschooling mother in Connecticut who was particularly angry and concerned about imposing home visits on homeschooling families. (According to federal data, Hispanics make up about one-quarter of the overall US homeschooling population, mirroring their representation in the general US K-12 school-age population.) She made the important point that minority families are increasingly choosing homeschooling to escape discrimination and an inadequate academic environment in local schools. She also pointed out that, tragically, it is often minorities who are most seriously impacted by these seemingly well-meaning government regulations. Writing to me about Professor Bartholet’s recommendation, she said:

“To state that they want to have surveillance into our homes by having government officials visit, and have parents show proof of their qualified experience to be a parent to their own child is yet another way for local and federal government to do what they have done to native Americans, blacks, the Japanese, Hispanics, etc in the past. Her proposal would once again interfere and hinder a certain population from progressing forward.”

Anyone who cares about liberty and a restrained government should be deeply troubled by the idea of periodic home visits by government agents on law-abiding citizens.

Despite the landmark 1925 US Supreme Court decision that ruled it unconstitutional to ban private schools, there remains lingering support for limiting or abolishing private education and forcing all children to attend government schools. Homeschooling is just one form of private education.

In her law review article, Professor Bartholet recommends “private school reform,” suggesting that private schools may have similar issues to homeschooling but saying that this topic is “beyond the scope” of her article. Still, she concludes her article by stating that “to the degree public schools are seriously deficient, our society should work on improving them, rather than simply allowing some parents to escape.”

The government should work to improve its own schools, where academic deficiencies and abuse are pervasive. But it should have no role in deciding whether or not parents are allowed to escape…(continues)

The Organic Prepper: Why You Should Homeschool

Linnea Johnson at The Organic Prepper writes What, Me Homeschool? Here’s Why You Should Consider Homeschooling Your Children as many parents, now seeing what their kids actually learn in school as their kids work from home, come to the realization that they either don’t like what their kids are being taught or that their kids are learning better on their own and wonder if homeschooling must just be a better way to go.

Should you consider homeschooling?

Have you ever asked yourself what might possess someone to homeschool instead of getting a free education in the public schools?  Have you, friends, or family members had less than desirable experiences in schools, whether public or private?  Have you known children who were different, perhaps had learning differences, or were bullied by other children or in my personal experience, even by the teacher, and did not thrive in a classroom situation?

Here are some things to think about.

Does the classroom actually prepare kids for real life?

We spend the rest of our lives after we complete our schooling interacting with people of all ages, ethnicities, worldviews, abilities, and income levels.  Why would we expect children, who are kept almost all their days in classrooms of children and teens the same age, probably a similar income level, and with similar curriculum to be able to function effectively and happily in a world of such diversity?

Related: A Homeschooling Guide for Public Schoolers

Children are still figuring out who they are, what they believe about the world, and whom they can trust.  If a child is in the majority of a group, they will probably do just fine, but if they are different in some way, perhaps a more critical or deeper thinker, or one who needs more hands-on learning, or one who looks different, or one who comes from a different culture, or one who has different abilities, they will suffer cognitive dissonance at a young age and will be expected to respond as the majority responds.

Is cognitive dissonance bad?  Not always. That’s how we learn new things, but sometimes kids need support to help them bridge the two ideas or to decide if the new idea is one they can accept.

In the field of psychology, cognitive dissonance is the mental discomfort (psychological stress) experienced by a person who simultaneously holds two or more contradictory beliefs, ideas, or values. The occurrence of cognitive dissonance is a consequence of a person’s performing an action that contradicts personal beliefs, ideals, and values; and also occurs when confronted with new information that contradicts said beliefs, ideals, and values. (Source)

Children are quick to “fix” other children who are different, calling them stupid, or ugly, or “not cool”, or clumsy, or _______… you fill in the blank.  You’re likely to harken back to your own experiences of this example of socialization, or more aptly, ensuring everyone thinks, looks, talks, and even believes the same way.

Is this what we want from a society that desperately needs creative thinking and different solutions to solve the complex problems we face?  Shouldn’t there be some freedom to think differently without being beaten down?

What are your beliefs?

Whether you believe freedom of thought is important or whether you believe your child’s natural abilities and gifts should be encouraged and nurtured, or whether you believe that the worldview of the majority is inconsistent with what you want your child to learn, there are a plethora of reasons to consider homeschooling.  In our family, we had a number of reasons.

One son had some learning differences and experienced bullying, another needed more hands-on learning than could be reasonably provided in a large classroom.  We ran the gamut between public, private, and homeschool, and experienced the pros and cons of each.  Heck, I even went on to get a masters degree in curriculum and instruction and started a PhD, became a licensed secondary education teacher, and in the course of my work experience taught everything from preschool music to English as a 2nd language, to high school technology, business, and personal finance to adult education.

To be sure, there is a best learning environment for everyone; it’s just a challenge to find it sometimes.  I wanted to be the kind of parent who helped my kids find out who they really were and to discover their natural abilities, and interests, without unduly sheltering them from others.  I wanted them to love to learn and to do it for the rest of their lives.  They took music lessons, played on teams, attended church and youth groups, did community service, and didn’t miss out on that time with their peers, but did have time to explore what really interested them and develop those talents.

Need More Reasons to Consider Homeschooling?

 Homeschooled kids score higher on standardized tests and are better adapted socially according to research. Lots of famous people have homeschooled and with good results.  Some post-secondary schools now prefer homeschooled students:

Away from the standardized tests and rigid schedules in public education, kids can let their creative sides flourish, learn about the world they live in, and, when it’s time, earn acceptance into the best colleges in the world.

“The high achievement level of homeschoolers is readily recognized by recruiters from some of the best colleges in the nation,” education expert Dr. Susan Berry recently told Alpha Omega.

“Schools such as Massachusetts Institute of Technology, Harvard, Stanford, and Duke University all actively recruit homeschoolers,” Berry said.

However, it’s not that being schooled at home advances an application.

The real value lies in what the added freedom of homeschooling allows students to do with their time.

Tell me the truth…this isn’t all fun and games

Were there challenges on the homeschool path?  Sure.  You still pay your taxes that support the public schools and buy curriculum and lessons on top of that.  Parents need to find a way to teach and care for their children through co-ops or splitting the work between themselves and others and work to provide an income.  It’s not a choice for the faint-hearted, but it can be done, and there are some significant rewards including building a relationship with your children beyond dinner, homework, and bedtime.   Your children will learn to work together, work with you, and learn from you.  You can take outings or vacations, and not just on holiday weekends…(continues)

Mises Institute: The School Closures Are a Big Threat to the Power of Public Schools

Ryan McMaken at Mises Institute writes about how US school closures during this pandemic are changing the way people think about schools, confidence in the institution, and how it may lead to changes in the future. The School Closures Are a Big Threat to the Power of Public Schools

Twenty twenty is likely to be a watershed year in the history of public schooling. And things aren’t looking good for the public schools.

For decades, we’ve been fed a near-daily diet of claims that public schooling is one of the most important—if not the most important—institutions in America. We’re also told that there’s not nearly enough of it, and this leads to demands for longer school hours, longer school years, and ever larger amounts of money spent on more facilities and more tech.

And then, all of sudden, with the panic over COVID-19, it was gone.

It turns out that public schooling wasn’t actually all that important after all, and that extending the lives of the over-seventy demographic takes precedence.

Yes, the schools have tried to keep up the ruse that students are all diligently doing their school work at home, but by late April it was already apparent that the old model of “doing public school” via internet isn’t working. In some places, class participation has collapsed by 60 percent, as students simply aren’t showing up for the virtual lessons.

The political repercussions of all this will be sizable.

Changing Attitudes among the Middle Classes

Ironically, public schools have essentially ditched lower-income families almost completely even though school district bureaucrats have long based the political legitimacy of public schools on the idea that they are an essential resource for low-income students. So as long as the physical schools remain closed, this claim will become increasingly unconvincing. After all, “virtual” public schooling simply doesn’t work for these families, since lower-income households are more likely to depend on both parents’ incomes and parents may have less flexible job schedules. This means less time for parents to make sure little Sally logs on to her virtual classes. Many lower-income households don’t even have internet access or computing equipment beyond their smartphones. Only 56 percent of households with incomes under $30,000 have access to broadband internet.

Nonetheless, working-class and lower-income parents are likely to return their children to the schools when they open again. Many believe they have no other choice.

Attitudes among the middle classes will be a little different, however, and may be more politically damaging to the future of the public schools.

Like their lower-income counterparts, middle class parents have long been happy to take advantage of the schools as a child-care service. But the non-educational amenities didn’t stop there. Middle-class parents especially have long  embraced the idea that billions of dollars spent on school music programs, school sports, and other extracurriculars were all absolutely essential to student success. Sports provided an important social function for both the students and the larger community.

But as the list of amenities we once associated with schooling gets shorter and shorter, households at all income levels will start to wonder what exactly they’re paying for.

Stripped of the non-academic side of things,  public schools now must sell themselves only as providers of academic skills. Many parents are likely to be left unimpressed, and this will be all the more true for middle class families where the parents are able to readily adopt homeschooling as a real substitute. The households that do have the infrastructure to do this are now far more likely to conclude that they simply don’t need the public schools much of the time. There are now so many resources provided for free outside the schools—such as Khan Academy, to just name one—that those who are already savvy with online informational resources will quickly understand that the schools aren’t essential.

In addition to this, many parents who were on autopilot in terms of assuming they were getting their money’s worth may suddenly be realizing that public schools—even when they were physically open—weren’t that much of a bargain after all…(continues)

The Organic Prepper: A Homeschooling Guide for Public Schoolers

Kara Stiff at The Organic Prepper is a homeschooling parent and shares her thoughts with those who are attempting to home school their public school children during the Covid-19 pandemic – A Homeschooling Guide for Public Schoolers

My heart goes out to all the parents who were never planning to home school, but nevertheless find themselves teaching their children at home today. I chose this beautiful, crazy life, and I completely understand why some people wouldn’t choose it. But here we are. We have to do what we have to do. You don’t want them to fall behind. You don’t want to lose your mind.

Believe it or not, it’s a golden opportunity.

Caveat: these are only my personal thoughts. I’m not a professional educator, just a parent successfully homeschooling.

This advice is only for people whose greatest hurdle right now is remaining sane with the little ones. This is a high bar to clear, to be sure, but some people are facing the little people plus big financial problems, they’re sick or working through mental health issues, or they’re managing other emergencies. In those cases, if you’re keeping everyone more or less fed and warm then you’re succeeding, and you don’t need me to tell you to forget the rest for as long as necessary.

For everyone else, I do have a little advice. I’m sure you’re getting support from your school district, which is excellent. Worrying about what to teach is often a new homeschooler’s first and biggest concern. But deciding what to teach is actually the easy part, and now it’s mom, dad, uncle or grandma doing the really hard part: actually sitting with the kid, helping/making him or her do the work.

First, I think you can safely let go of the worry that you may not be a good enough teacher because you’re a terrible speller, or you think you’re bad at math. It’s good to know these things about yourself so they can be addressed, but the truth is that how great you personally are at division isn’t necessarily a predictor of success. Neither is how well you explain things, or even how well you demonstrate looking things up, although that is a priceless skill to impart to inquiring minds. To my mind, the most important skill for successful homeschooling is:

Controlling your own frustration

We adults are fantastically knowledgeable and amazingly skilled. No, really, we are! So we forget how hard it is to do seemingly simple things for the first time. I remember sitting in my college biochemistry class, listening to the professor say:

“Come on you guys, this is easy!”

Folks, I’m here to tell you that biochemistry isn’t easy for most people who are new to it, especially people who just drug themselves out of bed five minutes ago, possibly with a touch of a hangover. And reading isn’t easy for a five-year-old, and multiplication isn’t easy for an eight-year-old.

The parent has to slow down, go through it again, redirect the child’s attention for the hundredth time and explain the material in a different way, preferably without pulling out their own hair. You can develop these skills. Even if you’re new to it, and you don’t find it easy.

When it just isn’t working, the parent has to know when to shift gears and let it rest. Preserving your relationship with the child is always very important, but it’s doubly so when you’re home with them all day every day.

I think I can safely say that all homeschool parents want to scream sometimes. Many of us have threatened to send our kids to public school at one point or another (or maybe once a week). It doesn’t make you a bad parent or even a bad teacher, it just makes you human. In the last week, I have seen a bunch of public school parents join my online homeschool groups, and the outpouring of sympathy, support and good ideas from homeschool parents makes me tear up. We’re here for you. Get in touch.

Run your day in a way that works for YOU

Just because they’re usually in school for six or eight hours a day doesn’t mean you have to school them for six or eight hours a day. That schedule is a crowd control measure instituted for the good of society, not for the good of children.

My children are homeschooled primarily because I think a kid should spend a lot of time outside moving around, and there just aren’t enough hours in the day to do that and public school. My own public school experience was pretty different from the norm today, with much less homework and much more self-direction, but still, I feel that I didn’t get enough practice directing my own attention. Research backs me up on this: kids who get many hours of freedom develop excellent executive function, which not only makes them a valuable employee but also helps them run their own life someday.

At my house, we do about an hour of formal school work per day, six or seven days a week. The rest of the time the kids help me with gardening and animal care, climb trees and play in the creek, draw and write and read things on their own or together, and make stuff out of Legos. They have an hour of screen time each afternoon just so they will sit down and be quiet, usually a documentary. David Attenborough is definitely this house’s biggest celebrity. We’re also accustomed to spending several days of the week with other homeschool families, although obviously that is curtailed now due to social distancing.

Learning doesn’t stop when we leave the table, because kids are unstoppable learning machines when they’re not too tired or stressed out. I’m always available to answer questions and help look stuff up, and the questions are pretty frequent. An adult reads to them (or they read to us) books of their choosing at bedtime, and sometimes just after dinner, too. It’s also a pretty common occurrence in my house for a child to see an adult reading a novel, a piece of nonfiction, or The Economist, and request to have it read aloud to them, which we do. They also sometimes watch me balance the household budget.

The schedule that works best for your family might look very different from ours, and that is good. Children are people. People have very different needs, and one of the charms of schooling at home is that you can arrange things in a pretty good compromise to meet everyone’s needs. An hour or two of focused one-on-two attention per day is plenty of time for my four- and seven-year-olds to get well ahead of grade level on reading, writing, and math…(continues)

Click here to read the entire article at The Organic Prepper.

FEE: Coronavirus May Lead to “Mass Homeschooling”

From the Foundation for Economic Education comes this article on how the coronavirus pandemic could lead to more homeschooling because of school closures.

s fears of coronavirus mount around the globe, cities and countries are taking action to prevent the new respiratory virus strain from spreading. While the virus has not yet hit hard in the United States, government officials and health agencies have enacted response plans, corporations are halting travel abroad, and education leaders are grappling with what a widespread domestic outbreak of the virus could mean for schoolchildren.

In countries where the virus is active, schools have been shut down and children are at home, learning alongside their parents or through online education portals. The New York Times reports that US schools have been prompted this week by the Centers for Disease Control and Prevention to prepare for a coronavirus epidemic that could shutter schools and require alternate forms of teaching and learning outside the conventional classroom. According to Kevin Carey of the New America think tank, who spoke to the Times, coronavirus in the US could lead to “a vast unplanned experiment in mass home-schooling.”

It’s unfortunate that it takes a viral epidemic to spotlight the many alternatives to conventional K-12 schooling.

Indeed, in Hong Kong this is already occurring. The coronavirus outbreak led to orders for schools to be shut down in the city for two months, affecting 800,000 students. An article this week in The Wall Street Journal declares that “coronavirus prompts a whole city to try home schooling,” noting that in Hong Kong many children are completing lessons virtually through online learning platforms or receiving live instruction from teachers through Google Hangouts or similar digital tools.

It’s unfortunate that it takes a viral epidemic to spotlight the many alternatives to conventional K-12 schooling. Not only is homeschooling widely popular in the US, educating approximately two million children nationwide, but other schooling alternatives, such as virtual learning, microschooling, and hybrid homeschooling continue to sprout.

Interest in online learning options is sure to increase as the coronavirus spreads, but other in-person schooling alternatives are also likely to gain notoriety.

Virtual learning programs such as the Florida Virtual School, founded in 1997 as the nation’s first fully online public high school, and K12, Inc., one of the largest providers of virtual schooling, enable young people to take a complete course load and earn a high school diploma without sitting in a traditional classroom environment. Supplementary online programs, such as Khan Academy and Outschool, expand learning options and allow young people to dig deeper into topics that interest them or those in which they may need some additional help.

Interest in online learning options is sure to increase as the coronavirus spreads, but other in-person schooling alternatives are also likely to gain notoriety. Microschools, for example, are small, home-based, multi-age learning environments that act like a one-room schoolhouse, typically with no more than 8 to 12 students at a time. Prenda is a fast-growing network of these branded, in-home microschools, with more than 80 schools in Arizona alone serving some 550 students, and plans to expand out-of-state.

Like microschools, hybrid homeschooling programs and small, community-based classes for homeschoolers are also gaining popularity and may be swept into the limelight if conventional schools are forced to temporarily close. Operating with small, age-mixed groups of children, these hybrid models and classes offer an alternative to institutional schooling, avoiding large classrooms and crowded buildings. I have recently launched a marketplace platform, Unschool.school, that connects educators, parents, and learners to these homeschooling models and out-of-school learning experiences, fostering small group, in-person interactions in local community spaces, such as art studios, makerspaces, and spare dining rooms.

These emerging learning options outside of traditional schooling show not only that “mass homeschooling” is possible but also that it may be highly desirable. Personalized learning, small group interactions that build community and connection, and education without the coercion inherent in standard schooling are beneficial whether or not a pending epidemic is what exposes families to these education possibilities. Mass homeschooling may be just the cure we need.

FFF: Compulsory Education – The Bane of Learning and Freedom

An educated citizenry is required for the preservation of our liberty and our republic. This has been well known since the founding of our nation. But is compulsory education the answer? This article at the Future of Freedom Foundation says no. Compulsory Education – The Bane of Learning and Freedom

Approximately 50-million students, bound by state compulsory attendance laws, are trapped in what is essentially a prison of their bodies and minds.

Most Americans never question school compulsory attendance laws itself but instead focus on what occurs inside the classroom. Public schools, which can also be called government schools, are notorious for a wide array of problems. From class size to the controversy over testing to disruptive student behavior, the demand that more taxpayer money be used to correct the poor performance is touted as the answer. This completely disregards two points: 1. The benefit-cost ratio of government education of children is often a losing deal. (Private schools are frequently smaller, religious affiliated, and in many cases cost less to educate each student than the public counterparts.) 2. More important, compulsory education violates the liberty of all citizens – taxpayers and students alike, not only by forcing parents to subject their children to a state education but also with the coercive funding (i.e., taxation) used to force children’s attendance.

My principal objection to compulsory education is that it violates the freedom of the individual. No one should be required to give up personal sovereignty to comply with a state or federal government mandate — not through military conscription and not through compulsory education.

From its earliest days, our nation functioned well without compulsory education laws, and the minimal involvement of government enabled youth to choose trade/vocational training, religious study, or higher education relevant to the individual’s personal choice. As the idea of compulsory attendance began to develop in society, it became increasingly repressive, decade by decade. Parochial schools and family home-schooling were replaced by laws forcing attendance for most students at government schools.

Government-run schools and compulsory attendance to any school are the antitheses of freedom, liberty, and learning. Forced to attend a school, most will go to government schools. Students are treated as prisoners sentenced to serve 12 years (or less in some states). Years of children’s precious lives and vulnerable minds are spent in forced confinement, often subjected to aimless busywork to meet the demands of teachers. The individual is not valued in many government schools, as all focus is on becoming an upstanding member of the collective. Leftist indoctrination has become ubiquitous. Independent thinking is discouraged while group-think pervades nearly every aspect of the politicized curriculum. All of this in the name of bettering children’s lives.

The oppression is accepted by the majority who learn quickly how to gain approval from their masters, with students who rebel sadly turning to personally and socially destructive behaviors. While many passively accept this oppression, the individuals who would be better suited to pursue unique aptitudes suffer.

With rare religious exceptions recognized, the vast majority of American youth must obey by attending such schools or face various penalties and punishments, as well as sometimes the possibility of fines and jail time for parents. Gone are the days where educational choices were up to the young person and his family.

The result of youth being exposed to years of socialist ideas explains the rampant decline of basic knowledge and generation upon generation of graduating seniors with minimal ability to do much of anything aside from obeying orders. All too many high-school graduates display poor writing skills and an inadequate ability to engage in critical thinking on simple matters.

The collective is placed above the individual. From rewards for just showing up to ribbons for all, disallowing students to give one another a card or a simple gift unless all are given one, to situational ethics role-playing scenarios, students are continuously subjected to an agenda that discourages independent thought. High achievement is discouraged as competition is rejected while poor performers are made to feel equal to all. Critical thinking and actual substantive course work are replaced by leftist revisionism of history, identity politics, and advocacy of politically correct perceptions of life.

Free speech, a fundamental of our nation, is not only not valued, but it is also suppressed. Subtle and patent discrimination of those not conforming to the frequently liberal agenda pervades government education. After years of this beginning when very young, the mental and emotional development is stunted, and the socialist mindset is placed — exactly what an all-powerful government wants — an easily controlled and manipulated unquestioning populous.

All of this occurs simply because the American people have never questioned the premise of compulsory education…

Click here to read the entire article at FFF.org

Related:

Educator John Taylor Gatto RIP

 

LewRockwell.com: The Elite Controllers Fear the Individual and Individual Intelligence

Here is a brief but interesting article by Gary Barnett at LewRockwell.com about states ideally wanting a public that cannot think for itself. Find out more about the history of American Education and its subservience to state control by reading about The Underground History of American Education.

The Elite Controllers Fear the Individual and Individual Intelligence

his once great country of America has gone through many changes, and these changes, while implemented by the design of its true rulers, are not understood by the huddled masses that have been taught to accept mediocrity as desired normalcy. The ruling class fully understands that the only way to control people, and to finally control the world, is to stifle individual excellence by creating a society that refuses to think. This has been accomplished through planned conflict, the instilling of fear, the total control of education by the puppet state, by building dependence through public welfare, and by dominating most all positions of power in a myriad of state, corporate, and important intellectual appointments.

“At its root, the logic is that of the Grand Inquisitor, who bitterly assailed Christ for offering people freedom and thus condemning them to misery. The Church must correct the evil work of Christ by offering the miserable mass of humanity the gift they most desire and need: absolute submission. It must “vanquish freedom” so as “to make men happy” and provide the total “community of worship” that they avidly seek. In the modern secular age, this means worship of the state religion, which in the Western democracies incorporates the doctrine of submission to the masters of the system of public subsidy, private profit, called free enterprise. The people must be kept in ignorance, reduced to jingoist incantations, for their own good. And like the Grand Inquisitor, who employs the forces of miracle, mystery, and authority “to conquer and hold captive for ever the conscience of these impotent rebels for their happiness” and to deny them the freedom of choice they so fear and despise, so the “cool observers” must create the “necessary illusions” and “emotionally potent oversimplifications” that keep the ignorant and stupid masses disciplined and content.” 
~ Noam Chomsky, 

This quote by Chomsky is correct in that it describes the current condition of the general populace, but is incorrect in that it claims free enterprise is the problem. There is no free market in this country, and there has not been a free market for many years. We live in what is best described as a fascist oligarchy, one that relies on the premise of state and corporate partnership. Without that dynamic in place, the situation would not be as dire as it is today.

It is important to state that I believe the common people are not incapable of intelligent thought, but have given in to the pressure from their self-appointed overseers, and accepted a subordinate position in society. They have been programmed to suppress their curiosity, and therefore have chosen to hide from responsibility. I refer to this attitude as a fear of freedom, as freedom requires much work, a strong moral base, an active intellect, and constant defense of self-rule. It is difficult to achieve and even more difficult to keep, so most are willing to take the easy way. By doing so, tyranny of the masses is always the resulting societal structure.

In any society such as this, what the common people perceive as freedom is in realty a type of controlled servitude. While this should be easily recognized by most, it is not, and this is mainly due to a fear of the truth. So pretending that the threat does not exist allows the underclass to avoid conflict, but only temporarily. This avoidance is a natural protection measure, but in the case of a slave society, this hiding from responsibility by the people will eventually become deadly.

The monopoly of power that is held by the few over the rest of society is all consuming, and the ultimate control sought by these elites is getting ever closer to fruition. It has been affected over long periods of time through incremental measures. It did not happen overnight, but over centuries, and at this point, the final objectives desired are within sight.

This is the most dangerous time for man as I see it, as the elite design for future economic decision-making for all is to be placed in the hands of so-called chosen experts, with power over the entire world economy. All economic decisions are to be based on a controlled allocation for society, which is simply centrally planned socialism, with a top-down hierarchy of control by the few. This ruling system is known as Technocracy, and when implemented, it will be the end of liberty.

I do not make these assertions lightly, and this is not theory, it is the current state of affairs. Consider the division among the general population, and the hatred amongst the masses. This is not natural, but has been put in place purposely to achieve a particular outcome by those controlling the now ignorant and indoctrinated general population.

The new world order that is desired by the ruling class is getting ever closer to becoming reality. This is not conjecture or some wildly fantastic science fiction, but is a plan that is gaining momentum due to a society consumed by blind indifference.

In past history when a ruling class went too far, and exceeded all the bounds of accepted power, the people arose, and a new system emerged. But can that happen in this country in this time of extreme political change and concentrated power? The creation of conflict that is evident today is a driving force in bringing about a world run by the few. And the common people are already relegated to a position of cogs in the wheel of society, as opposed to thinking for themselves and taking control of their own lives. This phenomenon must change in order for freedom to survive, and a reversal of the power structure must be forthcoming, if Americans are once again to control their own destiny.

FFF: The Ongoing Destruction of the Minds of Children

From Gary Barnett at The Future of Freedom Foundation comes this brief piece on the intentional failures of the public school system. Everyone should read John Taylor Gatto’s Underground History of American Education for a better understanding of how the system was created and why. As President Woodrow Wilson said in a speech, “We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.”

There can be no greater stretch of arbitrary power than to seize children from their parents, teach them whatever the authorities decree they shall be taught, and expropriate from the parents the funds to pay for the procedure.
— Isabel Paterson

Compulsory schooling is a travesty. To call it education is absurd. Real education is lifelong learning as an individual, while compulsory public schooling is the indoctrination of children as a collective exercise to bring all down to the lowest level. Prisons called schools are simply the forced means to stifle individual brilliance while promoting sameness and monotony. The result of this brainwashing is meant to teach children to obey orders, and to be satisfied spending their lives in a virtual cage of ignorance, to never become entrepreneurs and dissenters.
With the recent death of the great John Taylor Gatto, the loss of a giant is evident. He was not only a pioneer in real education, but he discovered the true nature and genius that exists in so many children. The controllers who use the government school system as a way to dumb down the masses fully understand this potential genius. They are very fearful of it. So fearful in fact, that more than 100 years ago, they designed a mandatory school system as a way to control the common people. By training them to be good citizens and members of a collective society instead of individuals, the few could continue to control the many.
The experiment called compulsory schooling, now referred to as “public education,” began in Massachusetts in 1852, and became widespread just after the turn of the twentieth century. By 1910 the majority of children were in public schools. Since that time “education” as administered by the state has been a horrible failure, if learning was the desired end. But learning and knowledge were never the goals of forced schooling; training the young to honor authority, discipline, and nationalism were the true goals sought. In that regard, public schooling has been completely successful. These institutions became the vehicle used to teach children to be managed instead of managing themselves. They have produced a soft society consumed by doubt and incompetence, and one that can function only as a mass.
In order to change this dynamic, a real education is necessary, but so long as parents continue to shirk their responsibility by allowing unknown state employees to raise and train their children, things can only get worse.
John Gatto knew that teaching reading, writing, and arithmetic could be accomplished in as few as 100 hours. The improvement of those skills would be self-taught at the appropriate time and place, as self-taught persons are far more advanced than those subject to and dependent on mass schooling. Any real study of most kids educated at home will expose this truth.
As I see it, it is up to parents to save their own children. That will not be an easy task, as most parents are products of the same state-schooling system that exists today, and were taught long ago not to rock the boat or question authority. Everything should be questioned, and everything should be scrutinized. Questioning authority is the bane of the state apparatus, which is the reason compulsory schooling was implemented in the first place. It continues unabated as the dominant training discipline of this country’s young.
Take a look around and you may be shocked. How many have lost their imagination? How many seek counseling? How many feel inadequate and consider suicide? How many do you know who manage their lives by taking prescription drugs? How many are bored, emotionally wrecked, and afraid? Most of those people, a very large portion of the population, can no longer function as individuals. Such behavior should be expected, as the product turned out by the mandatory government school system has little ability to think and act without guidance. That is a direct result of being a prisoner of state-sponsored indoctrination centers from infancy to adulthood. That is why public schooling is anathema to free-thinking, self-reliant, and responsible individuals.
Mass schooling guarantees a weak and compliant population, one that has lost the ability to think critically. It is an all-consuming addiction to mediocrity, and an escape from excellence. No society can continue to be free and prosper under such conditions. Why, as John Gatto asked, are we turning our kids over to total strangers who can mold their minds with state propaganda for twelve years? It is time for parents to take back their children, and rescue them from a life of dependency.
This article was originally published in The Future of Freedom Foundation’s March 2019 issue of Future of Freedom.

2019 NW Preparedness Expo, Apr. 13 & 14

http://nwpreparednessexpo.us

Speakers include:

  • Patrice Lewis of Rural Revolution
  • John Jacob Schmidt of AmRRON and Radio Free Redoubt
  • Glen Tate, author of the 299 Days book series
  • Shelby Gallagher, author of the A Great State book series
  • Rep. Matt Shea from WA district 4 and the Liberty state movement
  • K from Combat Studies Group
  • Brian Domke from Strategic Landscape Design
  • Ranger Rick
  • Dennis Walters from Dana Engineering
  • Kaery Dudenhofer of Kaery Concealed

as well as other ham radio operators, herbalists, survivors, precious metal investors, beekeepers, and government emergency management planners.