Posted on 03/14/2023 6:27:02 AM PDT by Red Badger
VIDEO AT LINK..................
"I am going to pursue — and we studied it very closely and I was getting ready to do it, pull the trigger — the long-term goal, but now it's a short-term goal, of breaking up the federal Department of Education and redistributing its functions to the states."
That was in Davenport, Iowa, last night, following an appearance by Ron DeSantis in the key primary battleground state.
Now do the FBI.
It should never have been created in the first place.
” and I was getting ready to do it”
What does that actually mean?
He was fixin’ to......................
It’s long overdue as is the entire alphabet agency swamp.
Great but I remind one of his biggest campaign promises was the wall.
“ “I would build a great wall, and nobody builds walls better than me, believe me, and I’ll build them very inexpensively. I will build a great great wall on our southern border and I’ll have Mexico pay for that wall.”—2015
Yes I know Dems and neo-cons fought him but won’t that be true this time as well?
..seems like he had 4 years to do that.....
Wouldn’t it make more sense to just restrict the fed involvement to mandating the 3 Rs curriculum!! Mandatory math English and history and leave all the other bs studies to the states...
Yes, they will fight tooth and nail against it.
When his wall was first proposed, he had both houses of Congress, and he had to fight the Republicans as well.................
Of course it will be fought tooth and nail. The teachers unions will go to war over it.
” and I was getting ready to do it”
What does that actually mean?
***********
Space/time filler. We all do it in some
fashion or the other. human nature, imo
Um, the Dept. Of Education has no function. Don’t bloat state departments of education. Federal AND state departments of education need to be shuttered and completely defunded like most of government. Next up, defund the FBI.
It once did better then, in a overall basic Christian-character building society.
Education in the United StatesFor almost 400 years America has seen its citizens educating their children and themselves, though both the scope, structure and quality of education has changed somewhat during that time.
For much of the history of the United States, education of children took place primarily at home, often along with private schools for some, and locally managed and supported schools for others. Education included the general ethos of Christianity and Biblical morality as well as academic subjects. The New England Primer and later, the nation-wide McGuffey's Readers (120+ million copies) were the primary instruments of education, and in helping to form the basic character of the nation. In Colonial America, male literacy appears to have been very high, with self-education being expected, and with relatively inexpensive means being provided to do so.
The Massachusetts School Law of 1642 required education by parents or custodians, and for a type of reform schooling for the disorderly. By 1890, a nationwide system of common schools accessible to almost all, had been realized, with thousands of local schools and nearly one thousand colleges and universities. 95 percent of children between the ages of five and thirteen were enrolled for at least a few months out of the year, though less than 5 percent of adolescents went to high school, and even fewer entered college. Such higher education was not a prerequisite for upward mobility in this era.
Education during this period was yet largely locally managed, with relatively small administration, yet a remarkable uniformity was seen among the nation's schools, both in inculcating morality and the teaching of educational subjects.
Federal funding and control progressively increased, as did the curriculum, but with a decreasing emphasis upon traditional morality. School-led prayer and Bible reading were outlawed in 1962 and 1963, respectively, which many see as contributing to, or being a symptom of, a nationwide decline in morality. While widespread free and inclusive primary public schooling would not begi
n in America until the late 1800's, the first public school in America was founded April 23, 1635 in Boston, Mass. Boston Latin School was begun by the Puritan preacher John Cotton, who modeled the school after the Free Grammar School in Boston, England, which taught Latin and Greek, these being languages which copies of Biblical manuscripts were written in. The school was publicly funded, with the first classes being held in the home of the schoolmaster Philemon Pormort. Five of the 56 signers of the U.S. Constitution attended Boston Latin: Benjamin Franklin, John Hancock, Robert Treat Paine, Samuel Adams, and William Hooper.[1]
Much due to the Protestant belief that lay people should learn to read the Bible, many colonists pushed for literacy. In 1642, the Massachusetts School Law required that parents and master saw to it that their children could read English and knew the principles of religion and the capital laws of the commonwealth. If any parents were unable to "catechize their children and servants in the grounds and principles of Religion" once a week (at the least), then they were to procure some short orthodox catechism for them to learn from, and to answers question put to them from it by their parents or masters and the Select men when they were tested. In addition, children who could not be made fit for higher employments were to be taught some honest lawful trade profitable for themselves and the Commonwealth. The law also instructed that if the Select men found that parents and masters grew lax in their responsibility and thus their children became "rude, stubborn and unruly," then the government (the Select men with law enforcement) would be obligated to remove such children from the home and place them in a type of reform school where they could receive adequate instruction.
In 1647 the Massachusetts colonial legislature commented that as the "old deluder Satan" had worked to keep the Bible (in the vernacular) from the people in the times before the Protestant Reformation, they passed a law (also known as the Old Deluder Satan Act) that towns of over 50 families should provide a school.[2]
education was mainly considered to be a local, or a family responsibility, often using private schools, rather than being an duty of the State. Ralph Walker, author of Old Readers, believes that in this period "children were often taught to read at home before they were subjected to the rigours of school. In middle-class families, where the mother would be expected to be literate, this was considered part of her duties.[4]
In Puritan New England this seems to have been particularly evidenced. In The Intellectual Life of New England Samuel Eliot Morison notes that Boston Latin was "the only public school down to 1684, when a writing school was established; and it is probable that only children who already read were admitted to that . . . . they must have learned to read somehow, since there is no evidence of unusual illiteracy in the town. And a Boston bookseller’s stock in 1700 includes no less than eleven dozen spellers and sixty-one dozen primers." [5]
While Congress declared in the Land Ordinance of 1785 that a section of every township which was surveyed in the public lands in the western territories was to be set aside for the maintenance of public schools, and a similar provision was made in the the Northwest Ordinance of 1787 for the Great Lakes and Ohio Valley regions, neither ordinance was fully implemented.[6]
Robert A Peterson[7] argues,
For two hundred years in American history, from the mid-1600s to the mid-1800s,...America produced several generations of highly skilled and literate men and women who laid the foundation for a nation dedicated to the principles of freedom and self-government.
The private system of education in which our forefathers were educated included home, school, church, voluntary associations such as library companies and philosophical societies, circulating libraries, apprenticeships, and private study. It was a system supported primarily by those who bought the services of education, and by private benefactors. All was done without compulsion. Although there was a veneer of government involvement in some colonies, such as in Puritan Massachusetts, early American education was essentially based on the principle of voluntarism.[8]
Peter Augustine Lawler also writes,
The citizens of New England took care of the poor, maintained the highways, kept careful records and registries, secured law and order, and, most of all, provided public education for everyone—through high school when possible. The justification of universal education was that everyone should be able to read the Bible to know the truth about God and his duties to Him for himself. Nobody should be deceived by having to rely on the word of others; they had the democratic or Cartesian distrust of authority without the paralyzing and disorienting rejection of all authority (DA.2.1.1) That egalitarian religious understanding, of course, was the source of the American popular enlightenment that had so many practical benefits.[9]
Libraries with good books contributed to the literacy of the average American. Desire for books brought a large number of libraries into existence. These included church libraries, which were supported primarily by voluntarism. Non-private, non-church libraries in America were first maintained by membership fees, and by gifts of books and money from private benefactors interested in education. Entrepreneurs also served to fulfill the desire for self-improvement by colonial Americans, providing new services and innovative ways to sell or rent printed matter. [10] Almanacs (usually mainly consisting of miscellaneous information and collections of religious and moral sayings), primers and law book were the mainstay of printing, with the largest category consisting of books on theology. [11]
According to Benjamin Franklin, the North American libraries alone “have improved the general conversation of Americans, made the common tradesmen and farmers as intelligent as most gentlemen from other countries, and perhaps have contributed in some degree to the stand so generally made throughout the colonies in defense of their privileges.[12]
Some contend that in colonial America literacy rates were as high or higher than they are today.[13] Ruth Wallis Herndon, in Literacy among New England's transient poor, 1750-1800, states that by using different sources, a number of "historians have discovered a nearly universal literacy among New England men and varying levels of literacy among New England women in the latter part of the eighteenth century."[14]
However, nationwide access to education was not universal, and was seen to be insufficient by some. Education circa 1890
By 1890, schools nationwide saw 95 percent of children between the ages of five and thirteen enrolled for at least a few months out of the year, though less than 5 percent of adolescents went to high school, and even fewer entered college.
In addition, while there existed thousands of local schools, nearly one thousand colleges and universities (of varying quality), and scores of normal schools with trained teachers, education was largely locally managed, as the federal bureau of education, while collecting information about the condition of education, possessed no control over local schools. Education agencies on the state level were small, and its few employees had little or no power over local school districts. School systems in large cities could also function with little oversight, such as in Baltimore, where the public schools in 1890 employed only two superintendents for the entire district of 1,200 teachers.
Despite the lack of centralized administration, public schools across America were notably similar, with children learning both the basics of reading, writing, and arithmetic, and the basics of good behavior – the latter being enforced when necessary by corporal punishment. Schools were important community institutions, and reflected the values of of parents and churches, such as honesty, industry, patriotism, responsibility, respect for adults, and courtesy. Memorization, recitation, chants and rhymes were often used in teaching subjects, while solving mathematical problems in one's own head was promoted.
The inculcation of basic education and self-discipline was purposed to promote good moral citizenry, people who would be honestly employed, and make wise and informed choices, and overall progress in an individualistic, competitive and democratic society, and who would contribute to the vitality of their community and country.[18]
If you payed any attention to the convention in 2020 it was all about giving freedom to thr states for education. It was his obvious intention in his second term.
It once did very well without it, and even when nationalized, then since good character was developed in actual families, and the foundational sources of education was the home and the church, vs. an unprecedented perverse, pervasive, persuasive propagandist media, then then "while there existed thousands of local schools, nearly one thousand colleges and universities (of varying quality), and scores of normal schools with trained teachers, education was largely locally managed, as the federal bureau of education, while collecting information about the condition of education, possessed no control over local schools. Education agencies on the state level were small, and its few employees had little or no power over local school districts. School systems in large cities could also function with little oversight, such as in Baltimore, where the public schools in 1890 employed only two superintendents for the entire district of 1,200 teachers."
See my post above or here.
Thousands of people working for the department and not a single one teaching ANYTHING.
So they’re useless. Easy to eliminate.
Nope.
Defund the FIB now.
Education dept is a drain on cash. The Bureau is a threat to the existence of the nation.
“”and I was getting ready to do it”
What does that actually mean?”
That means he was laying plans to get rid of the Department of Education, one of the snake pits.
I will argue that education by the teacher’s unions is indoctrination and a threat to national security
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