|06-25-2004, 09:25 AM||#1|
Join Date: Aug 2002
Location: 221B Bakers Street
When I was a little boy...
When I was a little boy about 11, I would look up at the night sky with all its multitude of worlds and heavenly bodies orbiting streaming through limited space. I would extend expanses farther out in my mind, and farther still, as though I wanted to see what was next, what lay beyond it all. Of course, all I saw was more and more of the same galactic landscape. Each time I dreamed, a wordless question would rise my mind as I mentally searched out the ends of the universe. Is that all there is? Somehow, despite the infinite expanse of the universe and its spectacular cosmic events, I felt as though it was just so, one-dimensional. All I could see in my mind's eye was more space, more worlds, stars, galaxies such, and beyond them more and more and even more of the same. I was searching, it seemed, for something more, for something beyond the final outer wall of space matter and time. What lay on the other side of the wall? Pretty soon would wake up and go back inside, play, eat, watch TV or fight with my older brother. Years later, I can really appreciate my returning childhood nightvision's two those special moments, some part of me was looking for God. For some strange reason, even though I lived in the fog like most young people, I was graced on occasion with magical, faith giving moments of wonderment. I was searching, at least during those flights of fancy, for meaning, for purpose, for the spiritual dimension of life. I would say those infrequent but soulful inner explorations of mine were probably my most awake moments as a child.
Indeed, for most of us childhood itself is something of a dream. We float along in the world of our parents, for better or for worse, and we grow a pretty much shaped by the most powerful force around us, home and school. Fast-forward a few years to where I found God. In a small-town church. Where there was a spirit filled comforting encouragement that filled my soul with new wine, and the new birth experience took me through a metamorphosis that empowered me to speak in a heavenly language so I never had to gaze up at the night sky looking for God again. It was that God that help me confront a never-ending stream of school hororrs, I look back and ask myself, why is the public school systems so wretched? But before we look at school, let's look first at children. Do you understand what a stem cell is? A stem cell is a cell, in the human being at least, that in the very early stages of development and is undifferentiated. In other words, is not yet other kinds of tissue, but it can go any direction depending on the environment that its in. The stem cell, if it's in the brain, develops into a nerve cell or into the substance between the nerves. Or if it's in the heart, it becomes a heart sell, or if it's in the eye, it becomes an eyeball cell. Whatever it is, it takes on the characteristic of the surrounding area. Do you understand that children are the stem cells for the culture? The environment that you put them in is what they grow up to be. And if you can control what they hear, if you could control what they are told, if you have access to their minds, you can make them into just about whatever you want them to be.
Hold that thought, as they say, while we take up a quick romp through the government's school system.
If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. I'm talking about sinister "change agents" attempting to reprogram Johnny into a drone carefully groomed for service in a future utopian socialist state. Deliberate dumbing down of educational standards and practices. Atheistic, globalists intellectuals plotting to lobotomize America's youth by sabotaging sound methods of reading instruction. "Death education" during which the class would take a field trip to a mortuary and children would be required to discuss how they might commit suicide. "Values clarification" forcing students to decide who should live and who should die in special mental exercises designed to wrest their loyalty away from their parents "old-fashioned" values and to reshape them along Modernist lines, for better socialization, of course.
And then there's sex. We've heard for years about pornographic, coed sex education classes in public schools, about school counselors eager to dispense birth control devices to vulnerable teens, and even to refer them out for abortions, during school hours, no need for Mom or Dad to know. Today, homosexual proselytizing has become so rampant and audacious in government schools that it turns my stomach. Suing schools for allowing the 10 Commandments to be posted in the hall, for praying a graduation time, even for posting a sign simply saying "God Bless America" in honor of those killed on September 11, 2001. No matter how bizarre the practice, it somehow seems to qualify as the basis of public school curriculum, were told, from New Age rituals to the Islamic Jihad. That's right, even Islamists terror attacks, some California public schools teach Islam as their middle school curriculum, requiring students to dress up as Muslims, memorizing portions of the Koran and participate in "jihad games."
Then there are other disturbing tales. Tales of children suspended from kindergarten for plaing cops and robbers because they pointed a finger at another child on the playground and shouted " bang bang." Yes, this brave new world were common sense and discretion have been suspended along with innocent students.
When your eight-year-old son is suspended from school for day because his offense is possession of an illegal and dangerous explosive device, yes, explosive device. The device was a firecracker that was given to him after school by a peer. He had possession of this potential hazard for all of two minutes before giving it to his best friend's mother who turned it into the school office. The following day, he was taken out of class at 11 A. M. He was interviewed by an administrator and school police. He remained in the office until 3 p.m. when his mother picked him up, he was visibly shaken. He did not eat much dinner that night and uncharacteristically wanted to go to bed early. He also complained of a stomachache. He had been under stress all day. It's called being disciplined under the Los Angeles unified school District zero tolerance policy.
Another instance in which a girl was suspended because she gave a cough drop to a friend, possession of and exchanging drugs. Or how about the seven-year-old boy who gave a girl and unexpected kiss on the cheek, sexual harassment. In a grotesque overreaction to the rash of school shootings and prevalence of illegal drugs on campus, administrators solutions have turned many schools into "Alice in Wonderland" environments where nothing makes sense and the Queen of heart shouts " Off with their heads!" For the slightest perceived offense.
This aura of unbelievability has prevented all these dire reports from being taken seriously by a wide audience, and relegated those championing such claims to the fringes of public debate or conspiracy theorist and chicken Little's and are safely confined. Nevertheless, not only are these claims of educational subversion true, but the reality is far worse than the words could possibly say. After all, isn't reality always more than what words can describe? Heaven and Hell must be far better and far worse than what mere words can conjure up in the mind. In fact, it is that very horror of what happend to America's schools that prevents many people from being able to face that reality squarely. Of all the attempts to explain what has gone wrong with America's schools, one of the most genuine, perceptive is that of John Taylor Gatto, former New York City in New York State teacher of the year. After stating his life in educational trenches, this thirty-year veteran public school teacher wrote "the underground history of American education." In it, he brilliantly explains how educational leaders could utterly corrupt America's school system, and thereby many of the nation's children, with the apparent best of intentions, thinking they were doing the great work of advancing American civilization. Gatto transports us back to the smoke-filled rooms of the late 19th century,
Somehow out of the industrial confusion which followed the Civil War, powerful men and dreamers became certain what kind of social order America needed. This realization didn't arise as a product of public debate as it should have been democracy, but as distillation of private discussion. Their ideas contradict original American charter but that didn't disturb them. They had a stupendous goal in mind, the rationalization of everything. The end of unpredictable history and its transformation into something orderly.
... The first goal, to be reached in stages, was an orderly, scientifically managed society, one in which the best people would make the decisions, unhampered by democratic tradition. After that, human breading, the evolutionary destiny of the species, would be in reach. Universal institutionalization formal forced schooling was the perception...
If your head is already spinning and you are tempted to throw this to the conspiracy bin, don't, this is real.
Gatto goes on to name names,
In the first decade of the 20th century, a small group of soon-to-be famous academics, symbolically led by John Dewey and Edward Thorndike of Columbia teachers College, Elwood P. Cumbberley of Stanford, G. Stanley hall, and an ambitious handful of others, in your drives and finance by major corporate and financial allies like Morgan, Astor, Whitney, Carnegie, and Rockefeller, decided to bend government schooling to the service of business and that political state, as it had been done a century before in Prussia.
And what were the motives of this group? After the Civil War, Utopian speculated analysis regarding isolation of children in custodial compounds where they could be subjected to deliberate molding routines began to be discussed seriously by the Northeastern policy elites of business, government, and university life. These discussions were inspired by a growing realization that the productive potential of machinery driven by Cole was limitless. Railroad development made possible by Cole, startling new inventions like the Telegraph, seems suddenly to make village life and local dreams irrelevant. A new governing mind was emerging in harmony with new reality. The principal motivation for this revolution in family and community life seems on the surface to be agreed, but appearance concealed philosophical visions approaching religious exaltation in intensity, that effective early indoctrination of all children would lead to an elderly scientific society, one controlled by the best people now free from the obsolete straitjacket of democratic traditions and historic American libertarian attitudes. For schooling was the medicine to bring the whole continental population into conformity with these plants so it might be regarded as a human resource. Managed as a workforce. No more Ben Franklin, or Thomas Edison could be allowed, they set bad examples.
Wait a minute! Where do God, the Bible, the 10 Commandments and the traditional American spirit of Independence fit into this scheme? They don't. A core change in American values, one that didn't involve God or absolute values, was being birthed in secret. That's right, in secret. For while most of us are reasonably familiar with America's history as it encompasses politics and elections, medical and scientific advances, fashions and cultural trends, wars and revolutions, we are only dimly aware of the most important modern revolution of all. That is, the tumultuous overthrow, by the self-appointed elite intellectual " leader class" of Western Judeo-Christian values and beliefs in favor of an atheistic, "scientific" worldview. I'm not going to detail how the "Progressives" as they call themselves, managed to insinuate their new philosophy into many of the major institutions of Western world, it's been exhaustively documented by others. Suffice to say that the progresives, socialistl, profoundly influenced by "experimental psychology" which regarded humans as merely animals, as well as Darwin's theory of evolution, which also regarded humans as merely animals, based their new approach to governance on science, evolution and psychology. And their number one goal was to transform America through its education system, which they did by taking control of the teachers colleges, textbook publishers and other institutions. Do you get it? These are not people who deliberate try to destroy youth. They are, rather, people who fervently believe, with a religious zeal, in a radically different worldview than the one in which you believe, in which most Americans believe, indeed, radically different from the one on which this nation was founded in which has underpinned every bit of its moral and economic success. It is the classic spiritual war between two great, cosmic worldviews competing for the minds and souls of each man, woman and child. One view is based on humility and faith in a Divine Creator, and a moral imperative to love and obey His laws of life at all costs. The other worldview is based on a prideful rejection of God in favor of man-as-god, who by his enlightened philosophies (Communism, socialism, humanism) and his scientific advances intends to create heaven on earth.
That may all be true, you might say, but I still don't see any of the stuff going on in my childs school. He goes to class, he has good teachers, he gets good grades and stays out of trouble. And he loves band. So, what's the problem?
As a matter of fact, I didn't have any classes in death education neither, nobody taught me how to be in Islamic Jihad warrior and I never was forced to read lesbian poetry. My education was pretty void of these unsavory influences. Although, I did have new math stuff down my throat. I love math, so it didn't bother me. No, while each and every one of these modern-day educational outrages has propelled government schools toward new lows, they are not the core problem with public school.
Last edited by Robb; 06-25-2004 at 09:39 AM..