Parents forced to stay home are getting a better idea of how there children are being educated, and that’s not good for public schools. From Ryan McMaken at mises.org:
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.
Top-down hierarchies don’t work too well anymore. from Gary D. Barnett at lewrockwell.com:
“For the greater good”: the phrase that always precedes the greatest evil.”
~ Jakub Bożydar Wiśniewski
My first experience with the chain of command was when the Army drafted me into slavery during Vietnam. This particular dogma was demanded from the outset, and the reasons for this concept were immediately apparent to me. I knew that I would never adhere to such nonsense, as the entire premise was based upon complete control of the individual through intimidation, while imposing impossible bureaucratic headwinds meant to dissuade any from seeking relief from injustice or abuse. In other words, do as you are told, follow orders, and obey all “superiors,” which leads to tyranny over the majority.
Any chain of command is meant to operate as a top down, class system of control, where the real power, the oligarchy, is shielded from those who do the bidding of the upper class bosses. This strategy purposely eliminates the individual, and without individual thought and action, there is no greater good, only greater corruption and greater authority. In the military, this is said to be for advancing and accomplishing the mission, in the corporation, it is said to be for group efficiency, and in the general population, it is said to be for the greater good of all. It is none of these things; it is only indoctrination propaganda that is meant to create a docile underclass.
Public schooling is turning children into docile, compliant drones. From Gary D. Barnett at fff.org:
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.