Category: Government Schools

If you want to flavor Kobe Beef Tenderloin you marinate it letting it soak up the flavor of the marinade in which you place it. Everybody knows this. What people seem to have trouble understanding is that when a child is put in government schools for 13 years you are marinating that child in a humanistic marinade and like your Kobe Beef Tenderloin marinated in an orange and onion marinade that child is going to graduate exuding the humanistic marination with which he or she was saturated.

“To commit our children to the care of irreligious people is to commit lambs to the superintendency of wolves.”

Timothy Dwight
President of Yale University (1795-1817)
Grandson of Jonathan Edwards

“…where the Holy Scriptures do not rule, there I advise no one to send his son. Everyone not unceasingly busy with the Word of God must become corrupt; that is why t…he people who are in the universities and who are trained there are the kind of people they are. For this no one is to blame with the training of the youth. For the universities ought to turn out only men who are experts in the Holy Scriptures, who can become bishops and priests, leaders in the fight against heretics, the devil and all the world. But where do you find this true? I greatly fear that the universities are wide gates of hell, if they do not diligently teach the Holy Scriptures and impress them on the youth.”

— Martin Luther

“Keep your children as much as may be from ill company, especially of ungodly playfellows. It is one of the greatest dangers for the undoing of children in the world; especially when they are sent to common schools: for there is scarce any of those schools so good, but hath many rude and ungodly ill-taught children in it.”

~Richard Baxter (1615-1691)
Puritan Minister / Theologian
Author — “The Reformed Pastor”

“If I demanded you give up your television to an anonymous, itinerant repairman who needed work you’d think I was crazy; if I came with a policeman who forced you to pay that repairman even after he broke your set, you would be outraged. Why are you so docile when you give up your child to a government agent called a teacher?”

John Taylor Gatto
The Underground History Of American Education

“The statist school is a citizen-producing factory designed to manufacture people whose every loyalty is eroded. No family ties bind the well-taught statist school product…. Thus, all competing institutions… or loyalties of family, faith, and heritage are eliminated. The result is a mass man; such a man is easily a rebel, a malcontent, or a drone, but he is not capable of anything but a statist answer to problems, because for him no other agency has any stature or viability. He is a factory product with standardized reactions and responses.”

R. J. Rushdoony
American Reformed Theologian

“We who are engaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause.” ~ Horace Mann

“The purpose of state schooling is not intellectual training but the conditioning of children ‘to Obedience, Subordination, and collective life.’” ~ John Taylor Gatto

“We must focus on creating citizens for the good of society. Public schools promote civic rather than individual pursuits. Each child belongs to the state.” ~ William H. Seawell, Professor of Education at the University of Virginia, 1981

“Plans are underway to replace family, community and church with propaganda, mass-media and education. People are only little lumps of dough”. ~ John Dewey

“We want one class of persons to have a liberal education and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.”

~ Woodrow Wilson at the address to the Federation of High School Teachers.

“”The aim of public education is not ‘to fill the young of the species with knowledge and awaken their intelligence. … Nothing could be further from the truth. The aim … is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States.'” -H.L. Mencken

“It is the teaching of the Bible and of sound Political ethics that the education of children belongs to the sphere of the family and is the duty of the parents. The theory that the children of the Commonwealth are the charge of the Commonwealth is a pagan one, derived from heathen Sparta and Plato’s heathen republic”

– Robert L. Dabney

Of course we must take slight issue with Dr. Dwight for it is literally impossible to commit the care of our children to irreligious people since all people are by definition hopelessly religious. So, whenever we commit the care of our children to strangers we are at the same time committing our children to the religious. Dr. Dwight’s point was the dangers of committing our children to those who embrace a pagan wolf religion. To commit our children to those who practice a pagan religion is to commit lambs to the superintendency of wolves. Yet, American Christian Parents do so every day — day after day, year after year — until their children, because their belief system has been shaped by the wolves, no longer belong to them and are strangers to God.

VERIFIABLE NEA viewpoints

Sex Education:

“The NEA recognizes that the public school must play an increasingly important role in providing the instruction. Teachers … must be legally protected from censorship and law suits.” (Resolution B-36, 1998)

Diversity:

“Funds must be provided for programs to alleviate race, gender and sexual orientation discrimination and to eliminate portrayal of race, gender and sexual orientation stereotypes in the public schools.” (A-13, 1996)

Abortion:

“The NEA supports family planning, including the right to reproductive freedom….” The NEA “urges the implementation of community-operated, school-based family planning clinics that will provide intensive counseling by trained personnel.” (I-12, 2003)

Gay & Lesbian Activism:

“Work with the school district, the parent-teacher organization, and community groups to provide information to other members, parents, and counselors about the developmental and health needs of homosexual, lesbian, and bisexual students.”

“Recommend … that the library include positive learning materials about homosexuals, lesbians, and bisexuals.”

“Encourage the establishment and maintenance of peer support and community self-help programs for homosexual, lesbian, and bisexual students.”

“Work with the school district to develop or expand school policy and curricula, including accurate portrayals of homosexuals, lesbians, and bisexuals throughout history, and to ensure respect for diversity, including homosexuals, lesbians, and bisexuals.” (i.e. In 1999, the then-director of communications for GLSEN (Gay, Lesbian, and Straight Education Network) stated that “we’re going to raise a generation of kids who don’t
believe [the claims of] the Religious Right.”)

Natural Loyalties:

“Allegiance to a nation is the biggest stumbling block to the creation of international government. National boundaries and the concept of sovereignty must be abolished. The quickest way to do this is to condition the young to another and broader alliance. Opinion favorable to international government will be developed in the social studies curriculum in the public schools.”

“Conditioning is a process which may be employed by the teacher to build up attitudes in the child and predispose him to the action by which those attitudes are expressed.”

Dear Winston,

Thank you for taking the time to respond to my thread on titled, “And You are Being Taxed To The Hilt For This.”

https://ironink.org/index.php?blog=1&cat=29

It is so seldom that a government school teacher responds to these types of quotes that I find it delightful to engage them when they do. I do wish, however, that you would have engaged more with the substance of the quotes, perhaps even explaining how it is that you viewed them as being deficient.

However, as your methodology was just to give a general repudiation of the quotes, I will answer your “insights” in a conversational manner below.

Once again I thank you for your willingness to converse.

Winston Fox writes,

Sure, a large part of the educational system is geared towards getting children to jump through hoops or conform, but let us not throw the baby out with the bath water. Public education could indeed be used as a method of endoctrination, so it is always important to be vigilant and suppliment a child’s education with parental guidance, but current educational systems in Canada and the United States are a far cry away from brainwashing. Schools can’t get students to stop drinking, having sex or doing drugs, let alone walking in lockstep with each other.

Our educational system is socialistic and it explicitly and implicitly teaches humanism in various ways. Many of the quotes I provided sweep up against that truth and yet your only response is that let’s not the baby out with the bathwater.” I guess the question that I return to you is; ‘Where is the baby (that which is good) in the bathwater that is your government schools? =

Certainly all can agree on the necessity of parental guidance but were parents taking seriously the necessity of parental guidance they wouldn’t put their children in government schools to begin with. Parental guidance would see that government schools aim at deconstructing children from the best of parents belief system and reconstructing them in the direction of a materialistic, atheistic, globalist world and life view.

Second, I would ask why is it the case when God has given a child to the parents that the parents are only to “supplement” the education the child is receiving from the government? I think we have to be honest and admit that teachers are (realizing there are always exceptions to the general rule) some of the most under-educated ill qualified people which staff a particular profession and calling. (See Thomas Sowell’s “Inside Public Education” for the hard statistics on this.) Now, no one doubts the good intentions of teachers but in terms of skill, intelligence and ability there is no way that they should be the ones with the primary input into the life of the child.

And in terms of brainwashing, well the results of the PEERS testing done by such organizations as “Wall-builders” indicates that you are just wrong on this matter. Students that graduate from government schools do, philosophically speaking, walk in lockstep.

Winston wrote,

There is a need for some order in schools and in society, unless you are for complete anarchy, but in some cases policy makers, the PTA and/or the schoolboards, go overboard with things like Zero Tolerance because they are unwilling to leave things like the use of utensils or tylenol up to a person’s individual judgement.

One way to bring order to government schools is by simply getting rid of them. In my estimation there is no need for order in our current government schools because there is no need for the government schools themselves. In my estimation order in society should come from the preaching of the Gospel of Jesus Christ and the instruction by parents of their children in what it means to think as Christians. The public schools are a albatross around the neck of the intelligence of the American citizenry.

However, I must say, that I do not think that the disorder that would result in closing government schools could be any worse than the societal disorder that we currently have.

Really Winston, the things you mention in the above paragraph as problems are really the smallest of problems that the schools have. The real problems are not “zero tolerance” or the use of utensils or Tylenol. The problems are the pagan ideological pre-commitments of the teachers and administrators and the dynamics that arise when you congregate large numbers of adolescents in one place thus creating a “Lord of the flies” youth culture.

Winston, you simply are not seeing the whole picture. There are many books I might recommend to you on this subject but perhaps you could start with John Taylor Gatto’s “Underground History of American Education.”

“I can see where it is easy to lose faith in an education system where, after 12 years, they still do not think that a child is qualified to make a judgement about when to use a steak knife or take something for a headache. Even before “No Child Left Behind” forced teachers to teach to the (pardon the term) dumbest of the class (in order to improve test scores and get enough funding to hopefully keep their jobs), children who struggled were the main focus while those who grasped the subject easily were left to their own devices. I’m not opposed to the squeaky wheel getting the grease, raising the overall number of educated people is a good thing; even if it is inadequate, it is better than nothing. There does need to be more done for the children at the other end of the spectrum however, perhaps the one teacher per classroom model should be reexamined.”

I have not lost faith in the education system Winston. I have not lost faith because I never had any faith to begin with. Even if No Child Left Behind” had never been implemented the problems with the schools would remain. The primary problem is not holding the more intelligent back in order to accommodate the less intelligent. The primary problem is the schools teach from a pagan world and life view. They say that they are religiously neutral, but as religious neutrality is not possible they are teaching all of what they teach upon the foundation of humanism. Because they teach from this foundation they teach irrationality. In short, it is not the facts that are the problem in government schools so much as it is the philosophy of fact that they embrace.

I would go so far as to say Winston, that were I trying to devise a educational system that would most effectively lobotomize our citizenry, I would invent the precise government educational system that we have.

I pray, that it might be the case that the government schools continue to ignore our best and brightest in hopes that the best and brightest won’t be completely ruined by the time they graduate from school.

Winston wrote,

“If your gripe is with public over private, universities and colleges are more apt to turn out drones than an elementary school. If you believe that disseminating an idea is equivalent to endoctination, you should know that not everyone who learns their ABCs becomes a writer, or Newton’s laws a physicist. If your concern is that children may develop different beliefs or opinions than their parents, do not be such a hypocrite. The only way for children to grow into independent, autonomous people is to allow them to take what they have heard and make their own judgements about it. If children were completely dependent on their parents for every important decision, once the parents grew old and died, their children would be lost and unable to operate.”

You’ll be glad to know that I have no more use for our colleges and universities than I do the secondary schools.

Next you imply I’m a hypocrite for wanting my children to believe what their Father believed. My problem with what I generously call “your reasoning” is that government schools force feed ideological fecal matter to children and then turn around and insist that these same children must be allowed to make their own judgments. You can not draw out of children, in terms of judgments, what has not been first poured into children in terms of training. So, my concern, is that my children do not become idiot clones of their intellectually arid teachers.

Quite the contrary to your “wisdom” Winston, I would say that the only way for children to grow into independent, autonomous people is to train them in the way they should go and when they are old they will not depart from it. Once instructed and trained, only then can children make their own autonomous decisions about that which comes before them in life. Really, Winston, on this score it really comes down to your desire for the state to train the children so that the children can be little clones of the state and my desire for Christian parents to train the children so that the children can be little clones of Christ.

Winston wrote,

“Oh, and John Stuart Mill was a strong advocat of educating all women, despite the aforementioned perils of public education having the potential to be used as a tool for brainwashing. If you read the rest of On Liberty, I think you will find that Mill is in favor of an educated populace being able to hold its leaders in check.
If governments really wanted to endoctrinate us, they would stop wasting all that money on schools and just make proclamations to an uneducated and gullible public.”

You can’t be serious Winston.

Propaganda doesn’t work by just making pronouncements Winston. Propaganda, in order for it to work, as to be constant exposure beginning at the youngest of ages. I suggest that you give B. K. Eakman’s “The Cloning of the American Mind” a spin.

Why do you think the American citizenry keeps voting Republican and Democratic socialists into office? Because they are indoctrinated. Why do you think that the American citizenry has lost all interest in their civic responsibilities? Because they are brainwashed. Why do you think the average American almost never reads a book once graduating from High School? Because they are brainwashed. And the fact that you said what you said in this whole response suggests to me that you desperately need to take the red pill that Morpheus is offering you.

Winston,

“I have been a teacher, and I was educated in public schools, as I’m willing to bet you were too, as were millions of others who are not mere sheep. There is always going to be some level of cultural or political bias in everything because none of us has grown up in a vaccuum, but there are general things like civics, math, spelling, grammar, geography and other subjects that we can all form some general consensus about failing complete educational neutrality.”

No, I was not educated in state run schools. I spent 13 years in government schools but I can assure you that I was not educated. I daily thank God that I did not learn a blessed thing in government schools, because in not learning anything I had little need to unlearn later. I also lament that the first 18 years of my life were such a intellectual barren wasteland. I’ve tried to make up for those years since, but in the end one can never retrieve the years that the locust have eaten.

You say that there are millions of others who are not mere sheep. I would dearly love to meet these millions. In 50 years of life I think I’ve come across, at most, scores of people who are not sheep.

All of those subject matters that you mention could be just as easily mastered by a child being given a reading regimen starting at 5 and some Math tutorials. There is no need at all to take a child from their home at the tenderest of ages and throw him or her into the wolf pits that are government schools.

I have a great deal of commentary on Iron Ink Winston on government schooling. You can access more information that you desperately need just by clicking on the right on the topic titled “government schools.”

This is a story that tells not only about the difficulty that home-schoolers have with law enforcement but also it gives a little bit of insight into the tyrannical and egotistical nature of too many of those who wear a uniform and a badge. I post this true account in order to shine the disinfectant of light on the corrupt nature of too many cops. I haven’t posted it before here because my Son was a little traumatized by what I am going to recount. He is now at an age where he is way past all of that. I, however, remain royally steamed about all of this.

This happened approximately five years ago during the winter months. Anthony had been given the job of keeping the Church sidewalks clear so that government school students could use them going to and fro to their educational internment camps. Since we had received a good amount of snow in the morning Anthony was out snow-blowing the sidewalks about an hour before the inmates were released from school. While Anthony was doing this I was a stone’s throw away in the Church in my study.

While Anthony was snow-blowing a squad car pulled up and the Cop belligerently demanded to know why Anthony was not in school. It seems that the officer was convinced that Anthony was a truant. One would have thought that the officer might have thought it strange that someone would have spent his time skipping school in order to clear sidewalks. Be that as it may, the Cop, copped an attitude from the word “go” w/ Anthony presuming his guilt. When prodded on the question of “why he wasn’t in school,” Anthony finally responded to the question w/ a question of his own. He, politely but directly, asked the rude guy in the squad car, “if it was any of his business as to whether or not he (Anthony) was in school.”

That response flipped the Cop out. He immediately got out of his car and roughly pushed Anthony against the squad car in order to “pat him down.” After patting my Son down he threw Anthony in the back of the squad car. Now, keep in mind, that this was Anthony’s first encounter w/ the police. This was a 15 year old kid who had no idea what was going on or what was being done to him.

Once the officer returned to the vehicle Anthony repeatedly pleaded w/ the Cop to drive the 30 yards to the Church in order that the officer might talk to his father who was in his study. The Cop refused all these appeals, opting instead to make half a dozen radio calls to see whether or not anything could be done to force Anthony into the government schools. He called the Cop at the local High School (which is right across the street from where Anthony was blowing snow) to come and identify Anthony as a student. When the High School Cop couldn’t confirm Anthony as a truant the Cop called the Intermediate Eaton County School District to see if anything could be done to force my Son into their concentration camps they call schools. He also called the local Cop Shop to see if anything could be done to that end. He did everything he could to try and force a situation where Anthony would be compelled to be enrolled at government school and all this only because Anthony had the temerity to ask him if the Cops interest in Anthony’s school attendance was any of his business.

All of this took about 45 minutes to accomplish. 45 minutes of sitting in the back of a squad car, a stone’s throw from the safety of his Father. 45 minutes of having no earthly idea where any of this was going.

Finally, once the Cop realized there was no way to force Anthony into the government schools and that there was nothing he could do with him, the Cop finally decided to listen to Anthony and drive into the Church parking lot to see if I was indeed in my study.

I was.

The Cop came to the door and knocked on it. I keep the Church door routinely locked because I am the only one in the Church and my study is secluded enough from the rest of the Church that people could go in and out without my knowing. Upon hearing the Cops rapping I went out and inquired through the door what the problem was. The officer demanded being let in but as I was alone and as he was 6’5” and about 350 pounds and was wearing a gun I would not let him in until he told me what the problem was. I don ‘t trust Cops and I am not in the habit of letting large armed men into buildings I am alone in unless I know them or unless I have a weapon of my own.

Finally, he informed me that he had my Son. Immediately I burst out the door fearful that Anthony had been hurt in some fashion. I demanded to know what was going on. When the Cop finally told me his considerably revisionist version I was, to put it mildly, outraged, and let him know that in no uncertain terms.

He made some kind of comment about “seeing where he (Anthony) got ‘it’ from.”

The frustrating end to this story is that we complained to the police and never received an apology for the behavior for this all too common behavior. Further, HSLDA, who we paid insurance premiums to for years for just such an eventuality, refused to send any kind of letter asking for redress of the situation. They insisted that it “really wasn’t a school related event.”

One can tell that five years later I’m still roiled about this whole event. My Son was minding his own business and instead of presuming the best the bully Cop presumed the worst and felt like he was threatened by a kid asking him, after he had already been belligerent himself, if he had any authority in the issue that was being demanded.