The “Good Ole Days” had their problems but….
I attended public school and it was nothing like today’s public schools. If you agree or not you might enjoy reading this article at https://open.substack.com/pub/thepublicdrool/p/opie-ive-a-feeling-were-not-in-mayberry?r=pbjs4&utm_campaign=post&utm_medium=web
I grew up in the 50’s and school was where one went to learn reading, writing and arithmetic. One knew their gender and the pronouns were used accordingly. However, that is not exactly what occurs today in schools. The following video is shocking how schools are seeking to keep information from parents concerning their own child. This is out and out Marxism in it is tearing families apart which are the foundation of the nation and society!
‘Last month, the New York Times published an article about Hillsdale College and its Barney Charter School Initiative. As we’ve grown accustomed to expecting from the past year of misinformation, the article was misleading and dishonest. The article serves, however, as an opportunity to remind everyone what exactly these charter schools are and illuminate their purpose.
Probably the occasion for this article was the state of the state address in Tennessee, where Governor Bill Lee mentioned that he was asking Hillsdale College to help with charter schools in the state. This set off a firestorm that touches the most powerful political and educational forces in the land. They are bureaucracies, ruling in the name of their “expertise.” Anyone not a member in good standing of this bureaucratic system is an invader. The articles critical of us and everybody else doing charter schools imply that this bureaucracy is the essence of public education. We hold to the old view that teachers, students, and parents make up the public schools.
Each of our charter schools is a civic project involving hundreds of people from their local community. Often, those involved have school-aged children or grandchildren. If not, they are citizens who care deeply for the families and children who live in their city or town. They educate these kids because they love them—they want to show them things that are beautiful, true, and good.
And so these people—most of them are volunteers, mind you—spend countless hours learning how to manage a school, how to start sports leagues and band programs, create budgets, establish a board, draft applications, or find a school building. Founding a school is difficult, but these people do it for the sake of others—that’s a noble thing.
Why do they work so hard to open these schools in particular? It is because these schools want to help their children become wise, but also become good. Hillsdale charter schools offer an education in the classical liberal arts, emphasizing science, mathematics, literature, and history, but also teaching the arts, Latin, civics, philosophy, and ethics. The purpose of such an education is to form the hearts and minds of its students—to strengthen their characters as well as their intellects.
By the time these schools open, they are big, effective, and excellent. They go on to hire headmasters who know how to build a school culture and make the trains run on time. They attract dynamic teachers who love their subjects because they too have been personally transformed by them. Within a few years, they rank among the best in their districts and states.
When he visited the United States in 1831 and 1832, Frenchman Alexis de Tocqueville wrote about the American spirit of community in his book, Democracy in America: “In no country in the world do the citizens make such exertions for the commonwealth; and I am acquainted with no people which has established schools as numerous and as efficacious … better suited to the wants of the inhabitants.” At our charter schools, these efforts continue for the sake of an education better suited to the needs of the community.
Our charter schools are the work of their communities and those who live in them. They are built with love, and they take on the character of the people and communities that built them. And so, the students flourish there.
In stark contrast to much of what is reported in the news today, the students and parents at these schools are happy. Parents love seeing their children grow into fine young men and women, and the students are proud to see it in themselves, as well.
We use the Latin words alma mater when we refer to our former place of education. The words mean “nurturing mother”—I cannot think of a more nurturing educational environment than these schools.’ An Email from Hillsdale College’s president, Dr. Larry Arnn
‘How dare Maine parents raise questions about the education of their children!
Who do they think they are?
After all, Maine’s K-12 public schools are doing an outstanding job preparing the next generation of Mainers for meaningful careers, further education, and good citizenship. We’re getting a great return on the hundreds of millions of dollars we spend every year on public education, aren’t we?
OK, I’m being sarcastic.
In fact, I believe sarcasm and ridicule are entirely appropriate in response to a lame Leftist hit piece attacking me for calling attention to what’s going on in Maine’s failing and dysfunctional public schools.
Titled, Book bans: Marginalized people deserve to have their stories told, the column by Aspen Ruhlin was published by the Maine Beacon, the online propaganda organ of the radically woke Maine Peoples Alliance. Ruhlin is a self-proclaimed “queer” transgender advocate who uses the plural pronouns “they” and “their,” and works at a Bangor abortion clinic.
Ruhlin cites the Hampden school district (Regional School Unit 22) in eastern Maine as a hotbed of right-wing opposition to what she refers to as the “bogeyman” of Critical Race Theory, and she singles me out as one of the leaders “in the fight against literature” at Hampden schools.
Here’s the rest of the story.
Three years ago, during my last of four terms in the Maine House of Representatives, I sponsored a bill to outlaw political indoctrination in Maine’s K-12 public-school classrooms. Based on model legislation drafted by the David Horowitz Freedom Center, the proposed legislation would have barred teachers from singling out one racial group of students as responsible for the suffering or inequities of another racial group of students.
In a nutshell, that’s exactly what Critical Race Theory (CRT) does.
The public hearing on the bill drew strong support and voluminous testimony from scores of parents and taxpayers across the state, who provided first-hand accounts of the overt left-wing bias in K-12 classroom instruction. But the education committee sided with the teachers’ unions and their allies in the Maine Department of Education who opposed the legislation, so the bill never made it to the full Legislature for a vote.
Last year the bill was introduced again, prompting another round of passionate testimony in committee that resulted in a party-line vote to advance the bill to the full Legislature. After a robust floor debate in the House and Senate, the bill was defeated on a party-line vote in both chambers, an outcome that sets the stage for making CRT indoctrination an issue in state legislative races this year.
With that legislative history in mind, let’s examine Ruhlin’s claim that conservatives are pushing for “book bans” in Hampden and elsewhere across Maine.
First of all, nobody I know is proposing to “ban” any books. Parents who want their children exposed to the racist, revolutionary claptrap known as Critical Race Theory are free to purchase that material on their own dime. The same goes for the demented LGBTQ+ propaganda that encourages kids in elementary school to pick their preferred pronouns and choose among dozens of different genders.
Let’s not “ban” these books. Just keep that woke rubbish out of public-school libraries, and off teachers’ recommended reading lists. That’s all parents are asking of their servants who sit on local school boards.
In Hampden, I filed several Freedom of Access Act (FOAA) requests to find out the extent to which the district was engaged in CRT brainwashing. After some initial foot-dragging and stone-walling, superintendent Regan Nickels provided me with the requested public records.
What I discovered is that the school district paid thousands of dollars for teacher training material that reeks of racial profiling, racial stereotyping, and racial scapegoating. Hosted by the Augusta-based non-profit Cultural Competence Institute, these online trainings are grounded in the sacred texts of the CRT cult, including the rabidly racist “White Fragility” by Robin Diangelo.
My FOAA request only confirmed what was already obvious: that the Hampden school district is deeply infected with the twin plagues of CRT indoctrination and LGBTQ+ gender-bender madness.
That became clear late last year when the Maine Department of Education (MDOE) named Kelsey Stoyanova, a middle school teacher in the district, the Maine Teacher of the Year. The educrats in Augusta specifically cited Stoyanova’s recommended reading list for students as a key factor in her selection.
The MDOE press release praised Stoyanova for highlighting BIPOC (Black, Indigenous, & People of Color) and LGBTQIA+ authors. Silly me! I thought showing preference for someone based on their skin color is the textbook definition of racism. But never mind.
Stoyanova’s copied-and-pasted-from-the-internet reading list is a mother lode of woke propaganda that promotes racial scapegoating and normalizes kinky sex for minor children. One of the children’s books she recommends is titled “Middle School’s a Drag,” a fun-filled fictional celebration of a 13-year-old drag queen.
I could go on and on and on detailing the pornographic content both on Stoyanova’s reading list and in the libraries of the Hampden school district, but I think I’ve made my point. In any case, Ruhlin herself puts a bold-faced exclamation point on this madness with her praise for “Gender Queer”, an illustrated book with graphic depictions of minor children engaged in fellatio. It’s on the shelves of the Bonny Eagle High School library in rural Cumberland County in southern Maine.
In closing, consider this: Maine’s K-12 public schools have dumbed down students to such a degree that educational assessment test results are in the tank. And they were in the tank long before the COVID lockdowns. Whether it’s reading or math or science, our local indoctrination centers are stuck in a rut where more than half of Maine students are below or well below grade level in these basic subject areas.
That’s a scandal in and of itself. Coupled with partisan political indoctrination and X-rated kiddie porn, “scandalous” is much too mild a term to describe what’s going on in Maine’s government-run K-12 schools.’https://www.frontpagemag.com/fpm/2022/04/racial-profiling-kiddie-porn-replace-three-rs-lawrence-lockman/
‘A government school in Georgia has been exposed forcing high-school students to develop a business plan for a company that would tackle world hunger by making babies into food, sparking outrage across the state and beyond. In this interview on Conversations That Matter with Alex Newman, Truth in Education leader Rhonda Thomas breaks down the sick “exercise” and even shows some of the graphics and photos. ‘https://rumble.com/vnqql5-eating-babies-georgia-school-has-teens-solve-hunger-with-cannibalism.html
Australia’s Federal government is supposed to be conservative and the PM a Christian! However, neither seem to be what they claim for if they were they would not throw money down a bottomless hole that is simply a foolish WOKE ‘…federally funded campaign to educate students about consent using bizarre analogies – including a milkshake- has been widely criticised, including by the Victorian Education Minister. The $3.7 million federally funded program is all about teaching school-aged students about consent, however, it has been widely panned. There are several videos included in this government package, however the clip relating to the use of a milkshake to discuss consent is the one which critics have particularly hit out against.’https://www.skynews.com.au/details/_6249438549001?utm_medium=email&utm_campaign=Daily%20Sky%20News%20Australia%20%20Newsletter&utm_content=Daily%20Sky%20News%20Australia%20%20Newsletter+CID_4333a8261f2490a2ccad1d26734eb96c&utm_source=Daily%20newsletter&utm_term=Federally%20funded%20consent%20campaign%20widely%20panned
The further society and its leaders get from the Word of God the worse society gets!
This is happening in Australian schools as well. Now that Biden and many Progressives are in charge 1984 is happening now in 2021 and this is not going to end well! A video is attached at the bottom of this article.
‘A middle school in Springfield, Missouri, recently held a diversity training program that forced teachers to locate themselves on an “oppression matrix” and watch a video of “George Floyd’s last words.”
According to whistleblower documents and teachers who attended the program at Cherokee Middle School, the training began with a “land acknowledgement,” claiming that “Springfield Public Schools is built on ancestral territory of the Osage, Delaware and Kickapoo Nations and Peoples.” (At the time of publication, Springfield Public Schools had not responded to a request for comment.) The diversity trainers, Jeremy Sullivan and Myki Williamson, asked the teachers to “acknowledge the dark history and violence against Native and Indigenous People” before engaging in the day’s program of “social justice work.”
The trainers then forced the teachers to watch a nine-minute video of “George Floyd’s last words.” The film is silent, showing only white text on a black screen, illustrating Floyd’s final utterances, including his cries for his mother. Such videos are a common technique in many diversity-training programs—and cult indoctrinations. The intention is to overload the senses of the participants and create an “emotional anchor” that serves to justify subsequent political arguments, even if they’re non sequiturs.
Next, Sullivan announced the agenda: “We’re going to look at three large concepts and those concepts are oppression, white supremacy, and systemic racism.” He and Williamson provided the teachers a handout to locate themselves on an “oppression matrix,” which defines white heterosexual males as the “privileged social group” and women, minorities, transgender, and LGBT people as “oppressed social groups.” Presumably, those at the top of the oppression matrix, including many of the teachers in the room, are responsible for the “racism, sexism, transgender oppression, heterosexism, [and] classism” against disfavored groups.
The diversity trainers then narrowed the focus to race, distributing another handout that outlines the concepts of “overt white supremacy” and “covert white supremacy.” The document claims that “lynching, hate crimes, KKK, neo-Nazis, [and] burning crosses” are “socially unacceptable” forms of white supremacy, while “education funding from property tax, colorblindness, calling the police on black people, BIPOC as Halloween costumes, not believing experiences of BIPOC, tone policing, [and] white silence” are “socially acceptable” forms of white supremacy.
This is a dangerous conflation. The trainers are attempting to extend the stigma of true social evils—slavery, lynching, Nazism—to any deviation from progressive political preferences, from property taxes to criminal justice to Halloween costumes. According to one teacher who attended the training, the handout originally listed “MAGA” as a form of “covert white supremacy,” but it was removed after public outcry. The principle, however, has remained: diversity trainers use the emotional overload of historical evils to justify the imposition of current dogma.
Even more cynically, diversity trainers such as those at Springfield Public Schools have begun to insist on a standard of “affirmative consent.” This means that teachers must not only accept the tenets of the training—in some cases even condemning themselves as white supremacists or oppressors—but also actively vocalize that acceptance. When one teacher said that he was “afraid to say anything,” Sullivan quickly shut him down, telling the teacher that he must think what an “underrepresented or under-resourced student [might] say of our fear of speaking up.” Remember: under the new ethics, disagreement is verboten; silence is transformed into an admission of guilt. “White silence” is a form of “white supremacy.”
Finally, after more than an hour of training, one white teacher, who was raised by a black stepfather began pushing back, asking: “Is the district saying that we should be Marxists?” He continued:
While I don’t think there’s a person in the room who doesn’t agree that this is an important topic that should be dealt with, the way that it’s being framed comes from Herbert Marcuse who took and stripped all of the economic policies of Marxist theory and turned it into [cultural Marxism]. . . . I grew up the son of a black man, he raised me to believe in Dr. King’s teachings. Dr. King did not teach the kind of vitriol that we see out of Marxism, [which] has a long replete history of countries being bigoted and prejudiced against others and then murdering millions as a result.
The diversity trainers, both white, were stunned. At first, Sullivan acknowledged the Marxist orientation of the diversity training program. “I know that that’s the roots, I’m aware of all that information,” he said. Then, perhaps realizing that teaching Frankfurt School Marxism in a Missouri public school could be controversial, he distanced himself: “The goal here is to take a stand against racism, it’s not to be totalitarian. . . . There’s not some big political agenda. It’s certainly not Marxism. It’s just let’s make sure that all of our kids are truly valued and celebrated.”
This is the tell. Many diversity training programs—and the political movement known as Black Lives Matter—operate on the principle of bait and switch. Following Marcuse, they predicate their rhetoric on the “emotional anchor” of racial suffering, then use euphemisms to make their political arguments. In the Missouri training program, the school district proposes “empowerment” as the solution, which sounds anodyne, even appealing. However, in the documentation, the district defines “empowerment” as training students to “refuse to accept the dominant ideology and their subordinate status and take actions to redistribute social power more equitably.” The district defines a euphemism with more euphemisms, but the deeper meaning is clear: that American society is white supremacist and must be replaced with a regime of race-based redistribution.
For years, Americans have watched as educators have pushed deeply divisive “antiracism” programs in coastal cities such as Berkeley, Portland, and Seattle. Now “antiracism” has come to the heartland.’https://www.discovery.org/a/antiracism-comes-to-the-heartland/
The oppression matrix provides a model for analyzing social oppression and considering the formation of multiple interacting (intersectional ) parts of our identities and power structures that determine our lives.’ https://blogs.umass.edu/comm397ss-jsaxe/oppression-matrix/
https://drive.google.com/file/d/1szdtCxXvJs-8QJJo-U_W1OqeoW2BpRDV/view
Sad, but funny!
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