Two recent events — one on the east coast and one on the west coast — raise painful questions about whether we are really serious when we say that we want better education for minority children.

One of these events was an announcement by Dunbar High School in Washington, D.C., that it plans on Aug. 19 [2013] to begin “an entire week of activities to celebrate the grand opening of our new $160 million state-of-the-art school building.”

The painful irony in all this is that the original Dunbar High School building, which opened in 1916, housed a school with a record of high academic achievements for generations of black students, despite the inadequacies of the building and the inadequacies of the financial support that the school received. Continue reading →

It would be difficult to find a more staunchly left-leaning profession than teaching — at both the public-school and university levels. Although individual instructors may hold conservative views, teachers as a group are firmly progressivist, committed to “social improvement” through state intervention. Solidarity with the putatively oppressed has led schools to embrace a variety of ameliorative causes, most recently, in Canada, a gay-oriented anti-bullying campaign that is at times stridently anti-Christian (though also, ironically enough, pro-Muslim) and a zealous environmentalist philosophy that teaches children to condemn oil and gas production. Continue reading →

The basic premise of the argument for public schools as necessary tools of socialization is that learning to get along, or fit in, with children one’s own age is a vital life skill. Is it?

Childhood, contrary to the worst tendencies of democratic thought, is not an end in itself. Common sense teaches us that a child is an immature specimen, a partial view of humanity. A researcher from another planet who examined only children would never understand the human race, for he would not have seen a fully actualized instantiation of the species. A child is an entity in flux, a potential being with a natural goal, but one which may be actualized to widely varying degrees of success, depending on the conditions of its growth. Continue reading →

“Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: ‘You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgments. Those that stay must remember, always, and all the time, that they are being molded and patterned to fit into the narrow and particular needs of this particular society.” – Doris Lessing, from ‘The Golden Notebook’

Unfortunately, the current self-perpetuating system in America and even in most Westernized countries, is liberalism, which is just another form of collective socialism. It is a flawed, bankrupt system that emphasizes the collective and de-emphasizes the individual, the former being the very antithesis of the foundation of American freedom. Becoming an educator is a process of being indoctrinated by the current self-perpetuating system, liberalism. Continue reading →

March 17, 2012 ~ It’s not something you might expect to hear from a school principal, but Jeffrey Wick of Bowling Green, Virginia, says the public school system is helping to destroy the country’s foundation.

Wick is now offering his thoughts in his new book Public Education: The Final Solution in the Conquest of America’s Ideals.

“I think we’re at a state in our country where we are on that precipice, as a lot of us believe, and part of the reason we’re in this problem is what the public schools do,” says Wick. “It’s not necessarily what the teachers are doing, but it’s the philosophy that’s guiding the system.” Continue reading →

June 13, 2009 ~ “We” have to give the schools more money. “We” have to pay the teachers more. “We” have to get parents more involved in their children’s public schools. “We” have to get parents more involved in their children’s homework. “We” have to find a way to close the achievement gap between white children and black or Latino kids. “We” have to demand accountability from our public schools and teachers. “We” have to end the drugs and violence in our public schools.

“We” have to improve our teaching methods so our children can read their own diplomas when they graduate high school. “We” have to teach our children environmental propaganda about saving the earth and global warming. “We” have to teach kids to “respect” other people’s lifestyles with classes about homosexuality in their sex-ed classes.
Continue reading →