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When the US Dept. of Education was formed in 1979 under the Carter administration, it was not to improve the quality of education in America, but to centralize the power over the national curriculum and cede it to the teacher’s unions, NEA and AFT. As the quality of education slips further and further into third-world status, it should be evident to anyone paying any attention at all, is that the American educational system is geared for indoctrination rather than education.
The proposed holdout by teachers this fall has nothing to do with the COVID scamdemic and getting more of what they want -- money and power, along with more control over the national curriculum. The ideological core of the unions is Marxist/secular humanist. In other words neither God or American values has any place in the classroom. It took control of the national education system to impose an anti-American curriculum and they got it in 1979 -- we are witnessing the product of their control defacing statues and burning cities across the country. I’ve written a lot about the Marxist/humanist views on education, so I’ll only touch briefly on it here, before moving on to how much control they exert on education policy.
The educrats that control education policy have one goal in mind, to destroy the nuclear family and replace it with the state. The family is the cornerstone of civilization and therefore the biggest threat to the anti-American forces that wish to impose a global governance system. That’s why it is under assault from all sides -- even BLM attacks the nuclear family on their website. During the shutdowns children have either been homeschooled or taken classes online. The teacher’s unions find the possibility that parents could monitor online classes threatening -- why? The only possible explanation is that parents might discover that they are being targeted by forces that wish to take away parental rights and replace them with globalist groupthink.
A few months ago Harvard professor Elizabeth Bartholet expressed her concerns about homeschooling:
“Harvard law professor Elizabeth Bartholet doubled down Friday on her attacks against homeschooling, underscoring further her view that homeschooling parents are primarily “right-wing Christian conservatives” who may be abusing their children. In an interview with the Harvard Gazette, Bartholet continued her call for a “presumptive ban” on homeschooling, this time further describing what she views as a form of education dominated by Christian conservative parents who engage in “maltreatment” of their children.”
“Over the past decades, right-wing Christian conservatives became the dominant group in terms of numbers, and they completely took over in terms of political activism,” Bartholet stated. “Their power has to do with their ideological fervor, their tactics, and the absence of any significant organized opposition. Many academics and the biggest teachers’ unions in the country have found homeschooling deeply problematic.”
The last quote is deceptive, parents are beginning to see through the globalist facade and are rejecting it out of hand. This is why, behind the COVID false narrative, the education establishment is vying for more power and control. It has taken the Marxist/humanists since the 1930s to amass the power and control they have. The anti-American fervor of the educrats and their influence on educational policy has been well documented, as has their relationship with the Democrat Party.
“If I become president, you'll be my partners. I won't forget who brought me to the White House." -Bill Clinton to the National Education Assn. Screening Panel- 1991. When the Clinton administration took office early in 1993, they immediately set out to further expand and solidify governmental intervention into the affairs of families. In their effort to curry favor (and the financial support necessary to get elected) from various narrowly defined single-issue special interest groups, whose Statist ideological philosophies are consistent with the Clinton's (Mr. & Mrs.), the family was redefined yet again- this time to include over 120 definitions! Theoretically, under the Clintons' new construct, two lesbians and a golden retriever would constitute a family. Clearly, although two lesbians have the same capacity to love and support each other (and their dog) as anyone else, they do not constitute a family. Redefining the family into 120 categorizations gives the government power to decide which designations are acceptable and eligible to government largess and special favors -- lamentably the nuclear family is not included.
The teacher’s union’s quest for power was elucidated in 1967 by the NEA’s Executive Secretary, Sam Lambert: “The National Education Association will become a political power second to no other special interest group... we will organize this profession from top to bottom into logical operational units [cells?] that can move swiftly and effectively and with power unmatched by any other organized group in the nation..” Doesn’t sound much like somebody interested in educating children -- more like someone wishing to impose an agenda. Thomas Mann, the “father of American education,” wrote in 1837:
“What the church has been for medieval man the public school must become for democratic and rational man. God will be replaced by the concept of the public good...The common schools... shall create a more far-seeing intelligence and a pure morality than has ever existed among communities of men.”
At the center of the Marxist/humanist worldview is moral relativism, the guiding principle of American education. Since God has been banished from the public arena -- education included -- schools have devolved into cesspools of depravity. Humanism is the religion of the educational elites and it’s producing disastrous results. Instead of teaching the “3 R’s” or marketable skills, children as young as kindergarten are being taught about transgenderism and the joys of anal sex. This is the religion of humanism.
This moral relativism is the cornerstone of the humanist's perverse worldview. According to Christopher J. Klicka, of the Home School Legal Defense Assn: “The Humanist Manifesto affirms the theory of evolution which teaches that man has no soul, and reduces them to simply an animal. Since values are determined by the individual, any type of sexual perversion between consenting adults, euthanasia, and suicide are all proper. In fact, the Humanist Manifesto II, 6th and 7th thesis, advocates exactly this. [Moreover], Dewey believed that man is not a reflection of God, but that society and education must be 'socially planned' by the state. Dewey stated '...all aims and values which are desirable in education are themselves moral.' In other words, humanism is a religion, and its tenets are the only [emphasis added] acceptable source of moral principles. He believed that these principles of humanism, as outlined in the Humanist Manifesto, must be infused in all public education.”
Christopher Klicka, The Right Choice - Homeschooling p.81
John Dunphy, in 1983, wrote for the Humanist: "The classroom must and will become an arena of conflict between the old and the new- the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism." This viewpoint is shared throughout the educational establishment. Dr. John Goodland, writing for the National Education Agency later in the 1980's argued: "Our goal is behavioral change. The majority of our youth still hold to the values of their parents and if we do not resocialize them to accept change, our society may decay."
Dr. Chester Pierce of Harvard wrote in 1973:
“Every child in America entering school at age five is mentally ill because he comes to school with certain allegiances toward our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, toward the sovereignty of this nation as a separate entity. It's up to you teachers to make all of these sick children well by creating the international children of the future.”
This is the environment into which America sends its children to be “educated.” The educrats have had 50 years to work on their plan since Dr. Pierce wrote these words and the results are painfully obvious. Those who go on to college are subjected to even more profound indoctrination techniques, worthy of MKUltra, or Hitler’s Germany… Antifaschistische anyone?
The NEA possesses an inordinate amount of political power. It has been characterized by Charlene K. Haar, President of the prestigious Education Policy Institute and teacher of 11 years, as "a huge political machine-far larger and more powerful than most people know... [who] uses deceptive tactics to make policymakers and members of the public accept their agenda."
Ms. Haar further asserts that "[a]t the local, state and national level, NEA revenues are about $1 billion every year and it spends most of that money on political programs, political consulting, communications with political messages [the acquisition and manipulation of information], and various campaign activities. [Moreover], NEA-PAC is nearly a $6 million operation; in addition, a network of NEA state and local affiliate political action committees (PAC's), pour millions into races at every level of government; after all buying allegiances pays off." The New World Order is very well financed. These numbers are from 1996, the last year I’ve been able to find. It seems that since the Clinton administration the NEA is less than forthcoming with their financials. I think it would be a conservative estimate to say that they’ve at least tripled in the interim.
It’s more about how they spend their money than how much. Virtually all of it goes to buy political access and the vast majority goes to Democrats. Moreover, EPI studies posit that "[b]y successfully defining the education reform debate in 'care-more pay-more' terms instead of outcomes and accountability, the NEA is trying to convince politicians and the public that more money must be spent for education. In fact, thousands of NEA officers and staff are paid over $100,000 a year in salary and benefits. They are the beneficiaries of NEA programs; the children of the United States [and by extension their families] are the losers."
Americans care deeply for their young people. This "weakness" is not lost upon the pseudo-advocates of the NEA. Just as the competent pitchman will incorporate children's programs into his pitch, the NEA, according to the EPI study, "...is deceitful even to its own members. Catchy advertising and warm fuzzy pictures are paid-for images which create another myth, that unions care about kids. Unions don't care for children! If you doubt this, look at the new business items- review the candidate questionnaires. They are all about MONEY- how to get more."
In addition to handsome salaries for their administration, the NEA is a powerful lobbying organization as well. Dr. John Berthoud, Vice President of The Alexis de Tocqueville Institution (AdTI), elucidated the results of the AdTI's detailed fiscal review of the NEA's Legislative Program for the 104th Congress. If the NEA proposals were to be adopted by both houses of Congress and signed into law, it would require an increase in federal spending of $702.08 billion per year- a figure described by Dr. Berthoud as "...a conservative estimate." Moreover, according to the AdTI study: "If not funded by deficits, the NEA agenda would translate into an annual tax increase of $10,554 on a family of four. This had more than doubled by the time Barack Obama took office.
Using the AdTI's conservative estimate, some alarming inferences can be drawn. The United States GDP is approximately $7 trillion. The cost of maintaining government is approx. $1 trillion, or 14% of GDP. If the NEA's legislative agenda were to be implemented, the government would require 24% of GDP, an increase of 10% (not adjusted for inflation). It is also ironic that an organization which is supposedly dedicated to improving the quality of education proposes that only $14.15 billion out of $702 billion ( a whopping 2.02%) be used to improve education. This includes such nebulous programs as the ambiguous Additional Issues in Educational Excellence and Federally Impacted Areas and Activities. The remainder, would be earmarked for what one would have to consider "social programs." For example, the NEA program calls for $535.97 billion (76.3% of proposed increases) in health care (general) spending alone.
And what are we getting for our money… children with almost no reading proficiency, substandard math and science skills, lagging behind almost all of the industrialized world -- yet they can readily tell you everything that’s wrong about America. Unfortunately, it’s almost all lies created by ideologues rewriting American history in their effort to erase western civilization and replace it with tribalism. It’s no wonder the educrats feel threatened by parents seeing what their children are taught.
There is only one solution, to disband the Dept. of Education and get rid of the educrats. Put education back into the hands of local school boards. Betsy DeVos is no better than any of her predecessors, she still believes that education should be nationalized -- governed by the federal government with no input by parents. I went to college with a young man who wanted to be a teacher. He was brilliant and would have made a superb teacher. He confided to me that the test that qualifies teachers for their license had little to do with proficiency, and everything to do with political inclinations. In his words it was nothing but a political litmus test. This must be eliminated.
Teachers keep whining for more money, both for themselves and their classrooms. The US spends more per student than any other country -- with disastrous results. If we’ve learned anything by now it should be that having the government throw taxpayer money at problems does not produce good results. We need to take sex education out of schools and leave it to parents. Focus on basic skills, the “3-R’s.” Bring back wood shop and other manufacturing-based classes. Not everybody needs (or deserves) to go to college. But most of all we need yearly proficiency tests for teachers, get rid of the bad ones and reward the good ones. But, as long as the teacher’s unions have a chokehold on public education, matters will only get worse… on purpose.