We did make a grave mistake ceding the entertainment and media elements in society to the Left, but the most damaging of all was surrendering the education element to the Marxist Left.
They control what can be included in school textbooks and what textbooks are chosen for classes.
I cannot remember the woman’s name now (she is a hispanic conservative) and she wrote a great (and disturbing book) about the Leftist takeover of the educational systems, and spent a good deal of time on the people who choose what goes into textbooks.
These people are the worst, most radical and leftist, and they utterly control it. Among the worst are the ones who specialize in Native American Studies. They can reject a book for even naming a location with a name deemed offensive to Native Americans, or is a sacred site that isn’t supposed to even be printed, IIRC.
So, they have been working from the foundation up for a long, long time, which explains a lot of what we see today.
Anyway, thanks for that good post.
Back in the 80s, one of my boys brought home a school social studies book that was filled with clearly socialist/progressive nonsense.
I made it a point to show up at the next school board meeting.
After the board members took an hour to tell us what a wonderful job the schools were doing “educating” our children, the floor was opened to Q&A from the parents.
I was the second or third to be recognized. I spent a few moments ragging our local member for talking down to one of the previous questioners who had a very legitimate concern about the cost and the safety of all the busing then going on. I apparently got through to her – a classic elitist Radcliffe graduate – as she kept her mouth shut for most of the rest of the meeting.
I then asked any of the 4 board member to explain why it was that the book my son had shown me looked like it had been written in the Soviet Union?
When I finished the question over half the parents applauded and made positive comments.
One of the board members took an incredibly ignorant stab at answering the question. When I said as much, the Superintendent of Schools – a pretty decent and, it turned out, conservative older fellow – stepped up and remarked that he, too, had an ongoing concern in the area of textbooks and went on to offer that the problem was (and still is) that “…most of them are written by folks who teach at liberal Eastern universities.” He continued by saying that while many of those decisions were made at the state level, he asked any parents who knew of alternative publishers to get in touch with him.
When the meeting broke up, over two dozen parents surrounded me and asked if I could steer them to organizations where they could learn more about how to cure the problems they were also having with the government schools.
I was more than happy to do so.
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My point in the video (link below) is to simply highlight the deterioration in the system since I went through it. The ONLY way to turn this around is to do the very thing upon which Ronald Reagan campaigned: ABOLISH THE “PROGRESSIVE” INFESTED DEPARTMENT OF EDUCATION and eliminate its forced homogenization – and socialization — of curricula throughout the nation.
There is no way to get this nation back with the government schools cranking out thousands of new little progressives each year. That process made a Barack Obama INEVITABLE. Unless we make substantive changes, WORSE outcomes await our grandchildren.
The schools in America must be returned to the parents and the local communities who have always come together to instruct and nurture their youth without help from an all-powerful, “all-knowing” national government.
Comes now the spectacle of this effort by the educrats in NC to expunge American history before 1870 or so. While their stated goal is to streamline the subject, it’s more likely that they wish to keep their charges from understanding that this nation was born in armed revolution and we fought a nasty war between 1861 and 1865, ostensibly over slavery, but which actually had its roots in the abuse and hypocritical commercial exploitation by one area (the North, where much of the financing of slavery was based) of another (the South).
DB