Tag Archives: Public schools

Overpaid, Insecure, And Unintelligent — This Is Who You Leave Your Kids With And Who Most Kids Will Therefore Emulate, by Allan Stevo

If you have children in public schools, read the following and perhaps think about home schooling, if you can swing it. From Allan Stevo at lewrockwell.com:

There is a fascinating trend taking place among parents.

They are starting to realize who they are leaving their children in the hands of.

Sure there have always been PTA meetings and parent teacher conferences. There have been open houses and days for parents to come in and volunteer at school. There have been sports leagues and field trips and volunteer activities for you to see a teacher in action and to see how they are at their job and as a person. But if there wasn’t genuine philosophical conflict, there was no way to truly feel them out.

2020 and 2021 made that possible.

Suddenly you found out that if you wanted your kid to breathe freely, you were evil. If you did not want your kid to be a science experiment, you were deserving of arrest and imprisonment — not a fit parent. If you wanted your kid to have face-to-face class, rather than staring at a screen for 80% of his waking day, then you were anti-social.

Yes, I know, plenty of readers of these pages had those realizations before 2020. But for the normies among us, 2020 was a real gift, and in a lot of ways.

It suddenly became obvious to parents in the days and weeks before a Zoom-based circulum became the norm, that doing classwork at the kitchen table with your kids didn’t take 6, 7, or 8 hours, but was more like 90 or 120 or maybe 150 minutes of effort. What were the teachers doing with all the rest of the time then?

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Illinoisans Overwhelmingly Oppose Racial Indoctrination Rampant In Schools, Yet They Cower In Silence, by Mark Glennon

It’s not easy to take on the mob. From Mark Glennon at wirepoints.com:

Illinois’ political establishment is far out of touch with the general public on the racial dogma now forced on students from kindergarten through college. Yet a stunning two-thirds of Illinoisans say they don’t speak up, thereby ceding control to an intolerant, extremist minority.

The proof is in a poll released last month that was mostly buried and ignored by the press. It primarily addressed what schools now teach as unquestionable truth: critical race theory, also called anti-racism or wokism.

Illinoisans don’t like it. The American Council of Trustees and Alumni, which commissioned the poll, summarized their findings this way:

A majority  of respondents  favor equipping teachers to develop core skills and competencies over the encouragement of  progressive  political activism.  Illinoisans  also  favor  a curriculum that  focuses  on “American founding principles and . . . documents” over  one that  incorporates  key  tenets of the  New York Times’ 1619  Project.  At  the post secondary level,  strong  majorities  oppose reducing police presence on campus;  support viewpoint diversity; favor a merit-based application process;  and  prioritize  reducing the cost of tuition over expanding  diversity  and equity  programs.     

That’s completely at odds with mandates from the state’s politicians and education officials. The Illinois State Board of Education recently approved woke teaching standards with its “Culturally Responsive Teaching and Learning Standards” for K-12 education, and the state earlier made “implicit bias” training required by law for Illinois teachers.

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Socialism in Education, by Jacob G. Hornberger

State education is by definition socialized education. From Jacob G. Hornberger at fff.org:

It would be virtually impossible to find a better example of socialism here in the United States than the public schooling systems that exist in every U.S. state. Ironically, it is this socialist system that is primarily responsible for the widespread belief among non-libertarians that “the United States has never been a socialist country,” as New York Times columnist Timothy Egan stated in a recent NYT op-ed. (See my two recent articles “A Life of the Lie on Socialism” and “Socialism in America, 31 Years Ago.”)

It is worth noting that public schooling is a core feature of the educational systems in Cuba, North Korea, and Vietnam, all three of which are widely known as socialist countries. That’s because public schooling is a socialist system.

Perhaps it’s also worth noting that while we call it “public” schooling, a more accurate name for it is government schooling or state schooling. That’s because state and local governments own and operate the educational systems. If state and local governments owned and operated churches, would we call them public churches or state churches?

Under public schooling, the government owns, operates, controls, and dictates the provision of education in society. In a purely socialist system, like North Korea, this means that every child in the nation is required to receive his education in a government facility.

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Two Different Americas, by Jacob G. Hornberger

There have been two different Americas, and the big split came in 1913. From Jacob G. Hornberger at fff.org:

There have been two completely different Americas in U.S. history. Let’s examine twelve ways in which they differ.

1. For more than a century after the United States came into existence, there was no income taxation or IRS. People were free to keep everything they earned and decide for themselves what to do with it.

Today, income taxation and the IRS are a core feature of American life. The government essentially owns everyone’s income and decides how much people will be permitted to keep, much as a parent permits his children to have an allowance.

2. No Social Security. Earlier Americans rejected the concept of mandatory charity. People were left free to decide for themselves whether to help out their parents and others.

Today, Social Security is a core feature of American life. The federal government forces younger people to help out seniors by forcibly taking their money from them and giving it to seniors. Social Security is a classic example of a socialist program, one in which the government forcibly takes money from people to whom it belongs and gives it to people to whom it does not belong.

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Better Schools, by John Stossel

If you like a service in the private market, the market will probably provide more of it. If you like something the government provides, it may well shut the service down. From John Stossel at townhall.com:

Better Schools

With most services, you get to shop around, but rarely can you do that with government-run schools.

Philadelphia mom Elaine Wells was upset to learn that there were fights every day in the school her son attended. So she walked him over to another school.

“We went to go enroll and we were told, ‘He can’t go here!’ That was my wake up call,” Wells tell me in my latest video.

She entered her sons in a charter school lottery, hoping to get them into a charter school.

“You’re on pins and needles, hoping and praying,” she said. But politicians stack the odds against kids who want to escape government-run schools. Philly rejected 75% of the applicants.

Wells’ kids did eventually manage to get into a charter called Boys’ Latin. I’m happy for them. I wish government bureaucrats would let all kids have similar chances.

Wells was so eager for her sons to attend that she arranged to have one repeat the sixth grade.

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Why Force Parents To Keep Their Children In Failing Public Schools? by Duane Norman

The education system should be completely privatized and the Department of Education abolished. Our children’s minds are far too important to give the government any role in education. It is most important to let a thousand private flowers bloom for those goods and services that are most essential, like education and medicine. However, absent full privatization, children in hellish public schools should be able to get out of them. From Duane Norman at fmshooter.com:

The nomination of Betsy DeVos was fraught with criticism from the left. She was derided for having “no experience with public education, no political experience, no government administrative experience,” and her support for school vouchers/charter schools, among many other things. Notably, most of the criticism came from educators, many of them members of the teachers’ unions, who have had many years and more than enough funding to fix failing public schools, with little (if any) success.

Which all begs the question – if your student is enrolled at a failing public institution, why should he/she be forced to remain enrolled there?

Recently, someone shared the experience of “Madeline” (the mother of a Philadelphia school student) and “Steve” (the student himself). Their names have been changed for the purpose of this article, which as Madeline explains, is more than likely necessary, so they do not face reprisal from public school educators and administrators. For her and her son, having a choice has meant the difference between years wasted in a failing school, and a real chance at a real education.

Madeline and Steve, both African Americans, live with Madeline’s husband in West Philadelphia, where most families are hard working but underpaid by any standard. Steve attended John Barry Elementary School (Grades K-8) from Kindergarten through 3rd grade. They both described the school as “terrible,” among several other less than savory terms. Every day there were fights, with girls pulling hair out, and kids would turn over desks/chairs before running through the halls while class was in session. Teachers would try to break up fights, but would more often call security, who would remove the offending student. If the issue couldn’t be resolved, parents would be called, who wouldn’t always show up to take the child away. If teachers took away phones from students who used them during class, they would curse at teachers and administrators with little fear of reprisal, sometime assaulting teachers.

To continue reading: Why Force Parents To Keep Their Children In Failing Public Schools?