Most Americans who have become aware of the academic and moral decline of public education tend to believe that the humanistic curriculum that now dominates the system is of relatively recent origin. They believe that the great emphasis now placed on the “affective domain” — all of those programs devoted to values, feelings, activities, behavior, group dynamics, sexuality, etc. — is somewhat new. Actually, it is far from new. The fact is that the groundwork for what we have in our schools today was laid in the 20th century by the Progressives who knew exactly where they wanted to lead America: to a socialist society.
Education reform in this country has essentially been a giant racket, deceiving the American people into thinking they are getting better education for the nearly $1 trillion spent in the last 50 years. But American children are worse off than they were before.
My American Heritage Dictionary of the English Language defines "vampire" as: 1. A reanimated corpse that is believed to rise from the grave at night and suck the blood of sleeping people. 2. A person, such as an extortionist, who preys upon others. My contention is that there is a kind of person who seems to combine aspects of the two types of vampires. They are educationists who work in groups to extort billions of dollars from the “sleeping people” called taxpayers for a bogus product called “education reform,” and they also suck out the brains and intelligence of the children who will be the subject of these reforms.
Like so many education reform initiatives that seem to arise out of nowhere, the Common Core State Standards is another of these sweeping phantom movements that have gotten their impetus from a cadre of invisible human beings endowed with inordinate power to impose their ideas on everybody.
One of the best-kept secrets in American education is that the 26 letters of the English alphabet stand for only 44 sounds. Learning to read with phonics programs helps students recognize the different letter combinations that form the various sounds.
According to a cover story in Newsweek of September 17, 2012, there is a "college bubble" much like the housing bubble; one that defies economic reality. The opening paragraph states: Mythomania about college has turned getting a degree into an American neurosis. It’s sending parents to the poorhouse and saddling students with a backpack full of debt that doesn’t even guarantee a good job in the end.
Although not much has been said about education in the presidential campaign, the candidates have prepared their answers on the issue in case they’re asked the usual question: How are you going to improve education? That’s the question everyone running for office is asked, from president to dog catcher. And the answer is always: I favor improving education by paying teachers more, reducing class size, and spending more money. It’s a litany heard from coast to coast in every election cycle.
Education is the orphan issue of this presidential campaign, because the subject is too complex and too volatile to be decently handled in the kind of debates that Gov. Romney and President Obama have been engaged in. There is simply not enough time to do the subject justice. Besides, both Romney and Obama believe that the federal government has a role to play in public education: Obama a lot more; Romney a little less, but not enough difference to make it a hot issue.
The reason early Americans became the most literate people on earth is because of their profound dependence on the principles and laws of the Bible as their guide for building a godly civilization in the North American wilderness.
The ignorance of the professionals is what has made a total sham of American public education. Their ignorance of our educational history is appalling. Dozens of books have been written by conservatives on the failures of progressive education, yet the professional educators simply will not read them because they don’t comply with their political agenda.