As a former teacher, I was dismayed at times about the quality of teachers who were shaping impressionable young minds in public schools. I was shocked that they knew so little and often were proud that they were ignorant. Too many teachers were not ashamed to admit that they were weak in history, mathematics, literature, science, geography, physics, and chemistry.
I watched such teachers like a hawk at
my children’s schools. Every day I knew the lessons and the topics they
covered. I monitored my children’s learning all the time even when they seemed
tired of my questioning them. We went over homework, words, concepts, capitals,
historical dates, math tables, spelling words, and cursive writing. It was a
joy at the beginning of the school year to shop for school supplies with my
children at Walmart and to organize the famous Trapper Keepers for each child.
The school principals and teachers then did not
have the Democrat party’s activist agendas, they were struggling with class
scheduling, faculty meetings, disruptive students, failing students, reading and
math proficiency, unreasonable parents, missing parents, helicopter parents, parents
demanding unearned grades for their progeny, truancy, graduation rates, ACT
scores, pregnant students in school, hungover teachers in the classroom, and
the occasional teacher’s scandalous affair which spilled into the school and
impacted teaching and learning.
There was no Internet, no libs of
TikTok, and other social media platforms to spew hatred and woke ideology.
There was some respectability to the teacher profession, teachers in general tried
to be moral and behavioral models for their students.
Teachers were not sporting pink hair,
nose rings, multiple facial piercings, sleeve tattoos, scuffed jeans with holes,
and t-shirts with Che Guevara’s revolutionary photo and communist logos. There
was no overt communist social activism in the classrooms. Teachers were not
withholding information from their students’ parents; they sent home daily and
weekly classroom lesson plans. Students could bring home their textbooks.
There were no teacher unions in some
states, but the State Department of Education was king in choosing what the
students learned every year since 1979. Most teachers had good intentions,
slightly under-prepared for the brighter kids but were not the Marxist
activists of today.
Teachers were following the latest
educational fad and directives from the State Department of Education, in line
with the latest teaching methods coming from the minds of academia.
These teaching methods were the hobbyhorse
of research for research’s sake from Colleges of Education at universities
around the country, especially teacher colleges that had been grooming
communist teachers for multiple decades, following the model of the European “intellectuals”
who moved to New York to seed their Marxist indoctrination in American academia.
The global warming agenda started to creep
in and infiltrate public schools via student channels, video games, movies,
cartoons, and other mass media forms of indoctrination. Students were
frightened by their teachers that the planet was going to burn up or freeze
over because their parents’ lifestyles were killing the planet.
The quality of teachers started to
diminish in the last thirty years, as fewer students sought a degree in Education.
It was a trend caused by poor teacher pay, lack of respect, the inadequate preparation,
and the quality of potential students who failed to pass basic courses in math
and science. It was easier to memorize educational fads which changed each year
to fit the woke agenda developed over the last fifty years. As the saying goes,
“Those who can’t, teach.”
Students began pursuing journalism and
communication degrees, social studies degrees, social justice, gender justice,
environmental justice, racial justice, and other newly developed and woke collegiate
curricula, shamelessly claiming the existence of “injustices” across the board
in the U.S. Pick a subject, we will find and create an injustice in that field.
The market became overfilled with
starry-eyed social justice warriors seeking a significant place in the myriad
of non-governmental organizations that did not pay better than teaching but
afforded students the opportunity to travel to third world countries to bring
them American “democracy,” mob rule that is.
In their feel-good, easy-peasy college
classes, these graduates failed to learn that we are not a democracy but a constitutional
republic. Why would they know when most of them have never read the Constitution,
nor did they take or pass a civics class.
Educational scholars in the U.S. then
and now were influenced by the Frankfurter School which comprised the German
intellectuals at the Institute for Social Research, an organization at the
Goethe University in Frankfurt, founded in 1923. Its founder was Carl
Gruenberg, a Marxist professor of law at the University of Vienna. This Marxist
center was funded with money from Felix Weil, a rich student, whose doctoral
dissertation focused on the pragmatic problems of implementing socialism.
These German, Italian, Canadian, and
American scholars sat the stage for the eventual decline of education in this
country and its devolution into the cultural Marxism we see today. They helped train, brainwash, and establish
teachers as a revolutionary frontline who would eventually transform society into
the socialist/communist society they sought.
In the words of Barack Obama, five
days before he became president, “We are five days from the fundamental
transformation of America.” Few people focused on that one ominous sentence
unless they survived a socialist country ruled by the Communist Party. For
them, that one sentence chilled them to the very core of their beings.
How did the federal government become
so powerful that it dictates what is happening to teachers, administrators,
schools, and students? Certainly the 1979 establishment of the U.S. Department
of Education by President Jimmy Carter was the official start of a declining American
education.
The government now forces schools to
teach racism under the pretext of anti-racism. The Critical Race Theory (CRT)
is aiming to fundamentally change schools into places of overt Marxist
conflict, whites against minorities, rich against the poor, heterosexuals
against the gay and transgendered.
The funding largesse is going to
schools, most of which are starved for cash and are not going to turn down “fee
money,” to compel them to replace traditional learning with CRT. Money is also
invested in perverting and sexualizing students. Homosexuality and gender
confusion has now exploded into brainwashing young children into body
mutilation. Drag Queen Story Hour, encouraged by teachers and administrators,
features men dressed as women, reading disturbing stories to kindergartners.
Public education has become government
education and teachers are government employees expected to do their bidding. They
must accept and agree to escalate in their classroom the social re-engineering
of public education. Common Core curricula, in place all over the country under
different names, has dumbed down the students’ performance in mathematics,
reading, and writing, behind many less developed countries.
Before 1979, Americans used to be the
most educated people in the world thanks to private and home schools. John
Dewey’s and Horace Mann’s dreams of a centralized, government-controlled, anti-Christian
public education became reality, and the quality of teachers and students began
a serious decline after 1979.
“Today, in school districts all across the country,
teachers, administrators and superintendents all work toward the
same mission as the founders of public education, as they
help brainwash and raise
un-American and amoral generations of adults, in the same
manner as was done to them.” The Problem with Public Education : The John
Birch Society (jbs.org)
We are no longer a superpower
thanks to public education, we have moved to a dumb, ignorant, and self-destructive
immoral nation. The government is in control of public education and is “weaponizing”
it, destroying Americanism, its uniqueness, talent, and creativity, and
replacing American exceptionalism with collectivist ideals.
Unless we reverse this educational
trend of destruction and start training and hiring teachers and administrators
who respect and understand our constitutional republic, and our history, there
is no fixing America’s decline.
NOTE: Google is no longer allowing me to post comments, so here is one comment by Pilgrimson:
"The last sentence of this article states...
"Unless we reverse this educational trend of destruction and start training and hiring teachers and administrators, who respect and understand our constitutional republic and our history, there is no fixing America’s decline."I believe that there have been at least two generations of destruction that have passed, that I do not conceive there are enough teachers and administrators alive to be able to fill the positions needed to accomplish the fixing of Academia.
Not to mention being outnumbered by the Communist Marxists!
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