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Children

The History and Results of America’s Disastrous Public School System

By Guest Post May 16, 2019

by Mike Margeson, Justin Spears

While it’s almost universally understood that the American school system is underperforming, “reform,” too, is almost universally prescribed as the solution. Yet in other walks of life, bad ideas are not reformed—they are eliminated and replaced with better ones. Our school system is rarely identified as a bad idea.

The motivations at the origins were not pure; they were never to educate but to nationalize the youth in a particular mold.

The system is reflexively left alone while the methods are the bad ideas that get cycled in and out: open concept schools, multiple intelligences, project-based learning, universal design for learning, merit-based pay, vouchers, charters, and most recently, educational neuroscience. Every decade or so we are told by the pedagogic experts that they have found an answer to our school’s problems. The trouble is, they’re looking right past the problem.

Schooling Monopoly

The problem is the monopoly that schooling has gained over education. According to the National Center for Education Statistics, approximately 97 percent of kids go through traditional schooling (as opposed to homeschooling or unschooling), and just over 90 percent of those attend government schools. That is to say, there is basically one accepted way to educate kids today: school them.

Given the relatively poor performance of American students on international achievement tests, you would think schooling might receive a second look. Quite the opposite, actually. It is instead made mandatory, and taxpayers are forced to subsidize it. This begs the question: Why would the government continue to propagate a system that produces such questionable results? The answer lies in their motives, and their motives are best understood by reviewing a brief history of compulsory schooling.

Roots in Germany

The earliest ancestor to our system of government-mandated schooling comes from 16th-century Germany. Martin Luther was a fierce advocate for state-mandated public schooling, not because he wanted kids to become educated, but because he wanted them to become educated in the ways of Lutheranism. Luther was resourceful and understood the power of the state in his quest to reform Jews, Catholics, and other non-believers. No less significant was fellow reformist John Calvin, who also advocated heavily for forced schooling. Calvin was particularly influential among the later Puritans of New England (Rothbard, 1979).

Considering compulsory schooling has such deep roots in Germany, it should be no surprise that the precursor to our American government school system came directly from the German state of Prussia. In 1807, fresh off a humiliating defeat by the French during the War of the Fourth Coalition, the Germans instituted a series of vast, sweeping societal reforms. Key within this movement was education reform, and one of the most influential educational reformers in Germany at the time was a man named Johann Gottlieb Fichte. Like Luther before him, Fichte saw compulsory schooling as a tool to indoctrinate kids, not educate them. Fichte describes his aim for Germany’s “new education” this way:

Then, in order to define more clearly the new education which I propose, I should reply that that very recognition of, and reliance upon, free will in the pupil is the first mistake of the old system and the clear confession of its impotence and futility.

But actual education is an organic process and requires free will; this was not an attempt at education. Schools were to be factories that would churn out the type of obedient, compliant workers the state preferred. Here’s Fichte again explaining the desired interaction between teachers and students:

[Y]ou must do more than merely talk to him; you must fashion him, and fashion him in such a way that he simply cannot will otherwise than you wish him to will.

Fichte understood full well that a statist vision could most easily be realized if governments were given kids’ minds early on:

Education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their schoolmasters would have wished … When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.

If such a totalitarian vision were quietly isolated in Germany, or even Europe, it might be of very little consequence. But it would be this Prussian model of control-by-schooling that 19th-century American politicians would bring to our nation—and the one that is still with us today.

Horace Mann’s Evaluation

Image Credit: NPS Photo by John Tobiason

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Children

Education and the dismantling of the mind

By Guest Post January 29, 2019

When the solution is worse than the problem

by Jon Rappoport

Are there any States in the Union that allow public schools to opt out of providing sex education to children?

Of course, a counter-argument would be made that, although there was once a time when our country abounded in responsible two-parent families, that’s not the case anymore. Therefore, education about sex is lacking. Therefore, schools have to step into the breach and supply what is missing.

Otherwise, children won’t know about STDs, pregnancy, contraception, etc.

Over the last 40 years or so, school systems, under the aegis of government, have expanded their role. Using “duty” as the prow, these institutions have generated enormous programs to teach children what to think about everything from aluminum cans to bestiality.

Because it’s “right” and “important” and there is a “duty.”

Translation: outside groups with agendas worm their way into schools.

If I were obsessed with four-legged critters on the moon, and I had enough money and political clout and media/think-tank/foundation support, I could introduce Lunar Critterology as a vital subject into every public school in America.

If I were Bill Gates, I could push the need for computers in schools, despite the fact there is no credible evidence that computers improve literacy.

I went to school in the 1940s and 50s. At that time, the focus was simple. You learned to read, to write, and to do math. The textbooks were often old and worn. There were no visual aids. The lesson plans in every class were step-by-step. Learn a new thing, drill it to death, take a little quiz, learn the next new item, drill it, take a quiz.

It worked. It may have lacked glitz, but it worked because the vast majority of people can’t learn to read, write, or do math any other way.

You can’t gloss over these subjects with a broad brush and a lot of personality or caring. It’s all about digging in the dirt, one scoop at a time.

Some people would call it robotic education. I don’t think it is. It’s just doing what’s necessary—unless reading, writing, and math are deemed unimportant. In which case, you have a whole new idea about what education is.

If you spend time in the classroom on enterprises that are supposed to save the world or revolutionize society or build tolerance or cater to kids who don’t want to learn, then you take away hours from the core idea and practice of what learning is.

When I went to school, there could have been a better curriculum for history and science, but all in all, the teachers did a good job.

Now, we’re in a different world.

It’s assumed that most children are operating at a deficit, and they need to be brought up to speed on morals, on compassion, on sex, on greenness, on hope, on race and religion, on global concerns. At age five, eight, 12, 14.

And a great deal of this “new education” is about cashing in, for book publishers, for educrats, for federal overseers, for busybodies of all stripes who belong to agenda-driven groups that want their say and their moment in the sun.

I say this is all hogwash, and I believe anyone who consults national test scores and current levels of literacy would be compelled to agree.

Education is on the way out.

A few astute writers assert that perhaps 80 years ago, the whole thrust of early education in America was altered intentionally, to produce worker-ants for a highly controlled society of the future. With all due respect, I think it’s worse than that. Because now we’re turning out kids who are essentially confused, badly schooled, drifting on the wind, lost in a mind-territory of fantasized entitlement. They aren’t androids ready to work on some non-existent assembly line. They’re just lost. They’re riddled with self-esteem that doesn’t work. They’re consumers looking for magic credit so they can buy their way into happiness. They’re loaded with sugar and other chemicals that scramble their synapses. They’re not only unsympathetic toward work, they have no passion of their own.

Logic? Imagination? Never heard of it.

When I went to school, there was virtually no classroom disruption of any kind. And my schools were attended by an economic, social, racial, and religious cross-section of students. We weren’t striving for diversity. We had it. The relatively few kids who were out of control and resisted any kind of discipline were herded into classes together and teachers dealt with them.

The public schools of today lack the courage to say, “Look, if you’re here to learn, we want you. Otherwise, you’re out. Goodbye.”

If you need metal detectors at the school entrances, you went over the edge a long time ago. No one deserves to be subjected to that kind of environment.

The bullying problem? It’s an industry now. People with degrees write papers and books about it, and task forces gear up to study it and make recommendations. It’s a structure of carbuncles on the body-politic of education.

Once upon a time, no bully was allowed to attend school. If he pressed his attitude and his actions, he was expelled. Period. It wasn’t a question of why he bullied. He was gone. Learning couldn’t take place as long as he was on the scene.

And “gangs in schools?” I’m sorry, but there are no gangs in schools. There are schools in gangs—that’s what you have when groups of kids with violent tendencies inhabit classrooms and corridors. If you can’t expel them en masse, give up. Shut down the place.

If you want to make schools into six-hour-a-day babysitting machines, call it that. Try to obtain public funding for it. Hire guards and nurses and cops to staff it. Put it behind barbed-wire fences and install those metal detectors.

Or if schools are really lunch cafeterias, run them that way. Free public lunches. Have kids show up at noon, eat, and leave.

If you think kids of various religions should be allowed to commandeer a room to hold prayer groups, call it Government-Funded God. Rent a hall somewhere and schedule everybody from Christians and Jews to Muslims and Buddhists and Hindus and Zoroastrians.

“Well, we have these kids who are great football players, and they score very badly on all the tests, but we need them on the team.”

No you don’t. Start your own community team. Make up a name. Raise money for uniforms and coaches. Form a league. If these kids want to stay in school—which is a completely different matter—they’ll have to learn how to attain grades for real.

And this long-standing rule about passing kids on to the next grade, no matter how poorly they perform? Graduating them from high school even if they can’t read at fourth-grade level? Because they need to feel good about themselves? Because that’ll somehow help them wend their way through life later on?

Invent a new type of school for them and put it somewhere else. Bring in tutors. If that fails after an honest attempt, teach trades. Some of these kids will end up making more money in a trade than Harvard business-school grads.

All of the above, by the way, makes a good case for home schooling. Unless the parents themselves were shot out the top end of their schools, long ago, ill-prepared to handle reading, writing, and arithmetic.

No, the problem isn’t cookie-cutter education. It’s no education.

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Education

The surveillance of our youth

By Guest Post January 23, 2019

Like many school districts, the Southeast Polk School District in Pleasant Hill, Iowa monitors the Web usage of its students on district-provided computers for inappropriate activity. And like some school districts, Southeast Polk also uses a monitoring service that sends weekly emails to parents summarizing their students’ Internet search history. This raises some difficult issues because we know that young people need space away from the heavy thumb of adults for healthy identity formation and the development of self.

Why do teenagers go to the mall, or congregate at the park, or cruise the strip, or gravitate toward the online spaces where adults aren’t? Because they need spaces that are separate from us. Should we monitor every single book or online resource that our children read? Should we use biometric school lunch checkout systems so that we can see exactly what our children eat for lunch each day? Should we dig through our children’s belongings and rooms every morning after they leave for school to see if they’re doing something that they shouldn’t? Should we install RFID and GPS tags into our children’s clothing and backpacks so that we can track them in real time? Should we slap lifelogging cameras on our kids and review them every evening? Should we install keystroke logging software or monitor everything that youth search for on the Internet? Which of these makes you uncomfortable and which doesn’t?

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Children

Get Out Now: Why You Should Pull Your Child from Public School Before It’s Too Late

By Terence Gillespie January 11, 2019

Why don’t all parents send their kids to a private school?

Money.

“You know those two Mercedes we have parked in the driveway?”, I say to parents at church (a rhetorical question since we have no luxury cars.)

“Right, that’s because we send our kids to private school.”

The cost of the monthly lease payments for two luxury cars is about the same as sending our two boys to private school. Of course, we also pay for the public school they’re not attending in the form of property taxes.

What Should Be an Easy Decision for Christian Parents

For Christian parents, public school is now a dire compromise for which there’s no spiritual or philosophical defense. Anyone can understand not having enough money. What’s less understandable, or even comprehensible, is the extent to which parents will compromise out of fear or ignorance of homeschooling.

… and for Teachers

As for teachers, I’ve talked with three who recently fled public school teaching positions due to classroom turmoil (that school policies left them powerless to prevent), physical endangerment, and the frustrations of having no control over what or how they teach ( a defining feature of common core rebranded as “Next Step”).

But Really, How Bad is it ‘Out There?’

The question has now been meticulously answered by Mary Rice Hasson, J.D. and Theresa Farnan, Ph.D.:

Should we stay or should we go? Millions of parents with children in public schools can’t believe they’re asking this question. But they are. And you should be asking it too. Almost overnight, America’s public schools have become morally toxic. And they are especially poisonous for the hearts and minds of children from religious families of every faith—ordinary families who value traditional morality and plain old common sense. Parents’ first duty is to their children—to their intellect, their character, their souls. The facts on the ground point to one conclusion: Get Out Now: Why You Should Pull Your Child from Public School Before It’s Too Late.

The negative consequences of sending your children to public school need no longer remain in doubt. The final section of “Get Out Now” ends with 100 pages of endnotes and hard documentation supporting author accounts and claims.

Children

Free at Last from Spanish Gender Noun Prison!

By Terence Gillespie September 25, 2018

One of the banes of my “Must Learn Spanish” existence has been the INSANE practice of assigning a gender to EVERY NOUN in the language! As a native English speaker, I didn’t know how good I had it, to be free of this nonsense.

The only thing that used to calm me down on the “issue” was knowing how many other great languages share the same burden: Latin, Spanish, French, Italian, German, Russian.

Well, I’m here to say that I’m FREE AT LAST from the gender-noun Spanish prison! And you can be too, by reading the short 197 words I’ve written, below, to break our family out of this jail. It’s as close to a get-out-of-jail-free card that you’re ever likely to find.

Masculine and Feminine Nouns

All Spanish nouns and pronouns are grammatically linked to the masculine (m.) or the feminine (f.) gender (“Gender” is a grammatical property and doesn’t necessarily have anything to do with biological gender.)

It’s important to get these gender associations right because adjectives, articles, possessives, and demonstratives must also agree in gender with the noun or pronoun to which they relate. Therefore, getting the gender of a noun “wrong” can become an amplified mistake.

Fortunately, this arbitrary (and somewhat ridiculous) language burden is ** dramatically** eased by the following consistent patterns:.

Nouns referring to males are masculine.
Nouns referring to females are feminine.
Nouns ending in -o, -or, -aje, -men, -gen are masculine.
Nouns ending in -a, -ad, -ed, -ud, -ión, -umbre, -ie are feminine.
Many abstract nouns ending in -ma are masculine, (el problema, el tema, ‘theme,’ el clima, el drama, el problema, el sistema, el programa.)

Since the gender of a noun is arbitrary and their number is infinite, I disagree with teachers who say it’s best to learn the gender of a noun along with the noun itself. It’s far easier to internalize the patterns, above while taking note of any exceptions. Here’s the pattern for making nouns plural:

21 Flashcards

It took 21 flashcards to review the complete gender-noun pattern in Spanish. I made the cards using Anki’s SRS (Spaced Repetition System.) As each card is flipped, the example sentence is read aloud in perfect Spanish.

It won’t be long before they are able to forget about gender for the rest of their lives!

Bonus: Plurals in 75 Words

If a noun ends in:
1. A vowel, add -s (libro/libros, puerta/puertas.)
2. A consonant, add -es (pared/paredes, profesor/profesores.)
3. -z, change it to a -c and add -es (lápiz/lápices, luz/luces.)
4. The masculine plural is used if a group involves one or more masculine nouns: (e.g.,
Tengo muy buenos amigos (m. pl.), I have very good friends (where the friends may be male or a mixture of male
and female.)

Children

The Ultimate History Lesson: A Weekend with John Taylor Gatto

By Terence Gillespie March 12, 2018

In 2012, Richard Grove conducted and produced a 6-hour video interview with John Taylor Gatto. For those who don’t have the time to read and digest J.T. Gatto’s excellent work in book form, this interview provides an alternative. I’ve found it to be ideally listened to at double-speed! That makes it an ideal use of the next 2.5 hours of your time as John is a game-changer in the area of education.

The transcript of the interview is 41,500 words. All the material (and excerpts, below) is owned and copyrighted by Tragedy and Hope and please consider supporting their work in creating, presenting, and posting such presentations on Youtube.

The excerpts, below, are 1/20th of the entire transcript. They are not a summary of the presentation.

RG: is Richard Grove
JTG: is John Taylor Gatto

RG: Is there any connection between frustration and aggression? And what effect does schooling have on that?

JTG: Well, you answer your own question by asking it. The connection is intimate. School removes your volition in all important ways, even who you speak to. Are not they arts of association as valuable or more valuable than anything else you learn when you’re young?

Getting Into Harvard

I read how executive hiring is done and it almost never has to do with your training in whatever you’re been hired for. I’m thinking of Apple now, I believe. Is this the person we’d like to have around three years from now, bend an elbow with, or play golf with or just talk with? And that’s why you’re passed from set of executives, to set of executives. So they can sign off, yeah he’s ok, you know… We don’t tell kids that. It’s people who have the highest grade point average in the highest SAT scores. Well I spent an hour, not so long ago, within 10 years, with the admissions officer of Harvard College and, about 30 years ago an hour with the admissions director at Princeton. And let me tell you their polite dismissal of grades and SAT scores was intimidating to listen to. As if you’d have to be crazy to let somebody in.

Let me see if I can condense how you get into Harvard or Princeton. Of course, you can get into both by donating a building but how do other people get in? They are being analyzed on the basis of their ability to either become wealthy or famous. Either one will work. Fame is like wearing a billboard saying I went to Princeton. There’s that actress Jodie Foster, “I went to Princeton”. Look at where the rest of the actors and directors went, they didn’t go anywhere (laughter). But Jodie did so that’s one we hear about. The Harvard lady said, “we look for a record of excellence and what this excellence consists of.” It’s sometime in the first 18 years of your life, figuring out how to add value to the people around you. She didn’t say this in a way that catches public attention, so you might walk across the United States or bicycle the perimeter of the country or row across the Atlantic Ocean, as a physical way. You might start a little charity or set up some weather service or some pollution monitoring around Hartford. There are a substantial number, a small fraction but a substantial number, of kids doing this as we sit here. They’re writing a record of being able to add value to the community around them.

Hobbies

And then the other fellow, the Princeton guy said the same thing in different words. I asked him in 1968 roughly, asked him what part of a resume submitted to you do you look at first. The answer metaphorically caused my jaw to open. “Hobbies,” he said. I said, “I’ve been taught all my life to leave that off because it’s not germane.” He said, “on the contrary, it’s the only honest information you’re likely to get.” How did someone spend their time when it’s their free choice to spend? He said “it’s a window into their mind and their heart”.

What Kind of Hobbies?

I said what kind of hobbies? He said, “well ideally someone would have a physical hobby, an intellectual hobby and a social hobby”. That would show they are exploring these large… well, physical hobbies you mean football, baseball? Well, he said “it’s better than nothing but we would prefer not to see team sports”. I said I’d been told all my life that team sports identify your ability to work in a team. He said what happens in a team sport is if you decide to dog it, it’s very hard to tell which guy on the line has dogged it or not, or which running back has gone down quicker than he should have gone down. He said we prefer solo hobbies that involve physical danger. You mean you want kids to put their necks at risk? For example, what? He said well horseback riding is a dead giveaway. The horse weighs a half ton or more. If you do trail riding and you don’t know what you’re doing, your head gets caught on the branch and you’re the headless horseman. If the horse doesn’t like you it’ll roll over on top of you. I know immediately because the last time I rode a horse was down in Veracruz, Mexico and the horse didn’t like me and took me out on the main highway with crazed Mexican drivers going a hundred miles an hour in 18 wheelers. And it laid down on top of me. I was terrified! I could see these trucks coming. I didn’t like it and it’s the last time I rode. So he said you have to actually know what you’re doing. You can’t say is this an A job, or a B job . If you live in are intact, it is.

Then he said, “sailing a small boat”. These little 12 footers outside of land. If you don’t know what you’re doing you wind up in the middle of the Atlantic, you know. Or if wind comes up you can’t see landmarks because of the waves. I said, but those things are associated with the prosperous classes. What can somebody in ordinary circumstances do? He says well, we just let somebody in and this is probably one of the nicest factoids in my mind, in my life. We just let someone in who invented his own sport and kept records competing against himself, his past performance, his present performance. It was–get ready for this, visualize this—seat-less unicycle riding over broken terrain. If I had 10 lifetimes the plot of doing that wouldn’t occur to me. Aside from getting on a unicycle, let alone without a seat, let alone riding it over broken terrain. So they let him in because they knew he was on the fast track.

So we tell these lies and, of course, many of the people who tell the lie, believe the lie. Well surely they’re going to take valedictorians. Well, last year Harvard turned down eight out of every ten valedictorians who applied. And the two they took in, they didn’t take in because they were valedictorians. So by removing this component from the student imaginations y, u can control to some extent who even applies to Harvard and then who gets in. Because they don’t know what they’re doing. What’s the IT… “garbage in garbage out”.

Standardized Tests Don’t Matter

The evidence that all of us know standardized tests don’t measure what they claim they measure is that nobody, I mean nobody, that you encounter on the upper reaches of society would dream of hiring somebody on the basis of those tests or grade point averages. You’d be playing Russian roulette because they measure nothing. The grades largely measure that you memorize what you are told to memorize. I mean, there are a few other things but that’s the heart of it. So now you know you have somebody who’s obedient, and probably for a clerk that is a good measure. Not for someone who has to adapt to changing circumstances, you know, by the natural selection process of reality.

Schooled to the Point of Extinction

It’s fairly easy without being a wise guy or very learned as long as you retained the ability to think independently from the data in front of you, to penetrate the masks, the contentions that don’t conform to everyday reality. So no one will hire you as a CEO and ask you what your… but if you examine the data that’s available about big-time politicians. Now we have, and I don’t think it would surprise anybody, that George Bush, the most recent one was a C average high school/prep school and a C average at Yale. What does surprise people is that the candidate he ran against was a C average in prep school, in the C average at Yale, and the lower C average than George Bush. Kerry of Massachusetts. The best evidence that the nation has been schooled to the point of extinction is that they were fraternity brothers at Yale and I’ll skip its interesting reputation; it only has 15 members. And they were fraternity brothers at Yale. There’s 308 million of us! I mean, mathematically I wouldn’t know how to set the odds but they would be stupendous. No one mentioned it, or if they did it was to quickly get over that. That should have been headlines of the New York Times and the Washington Post. “Fraternity Brothers at Yale Run for President!”

Amish

What “Educated” Means to the Amish

By Terence Gillespie March 2, 2018

That the Amish have done so well puts a realistic base of possibility under the ideal of an independent citizenry as the proper goal of schooling. — John Taylor Gatto

This article is a summary of the Amish part of J.T. Gatto’s speech: “What Does ‘Educated’ Mean?” If you’ve got 90-minutes to spare, I highly recommend downloading the transcript and listening to the entire speech.

(Note: Rather than put everything in quotes, I’d prefer to make this article more readable by keeping John’s words in standard text. I have shortened and condensed John’s speech for quick reading but these are his ideas and words. I’m the beneficiary of John’s wisdom and experience while making them more accessible to other homeschooling parents who may be on the same path.)

The Lancaster Amish

The old order Amish are a group of 320,000+ well-mannered, prosperous, law-abiding people who came to America in the early 18th century with little more than the clothes on their back. Everybody’s heard about the Amish, but very few people know the astonishing details, and here they are.

Virtually every adult Amisher has an independent livelihood as the owner of a farm or a business.
There’s almost no crime in the community, no violence in the community, no alcoholism in the community, no divorce in the community, no drug taking. There’s a little bit of each of those things, but it’s so microscopic that when it happens, it makes the front page of newspapers because it just doesn’t happen.
They accept no government help with health care, with old-age assistance, or with schooling after the eighth grade, and for most of the century not even that. They were compelled by the government to accept 1 through 8 schooling.
The success rate of Amish in small business is 95% (the rate for non-Amish business is 15%.)
All Amish children have a chance to take an expense-paid sabbatical year away from Amish life when they arrive at the verge of adulthood. The Amish don’t want someone in the community who doesn’t want to be there… and that is a principal reason that this group has grown 3,000 percent in the 20th century.
Almost every group member, when interviewed by outside investigators, reports total satisfaction with their lives, whether they’re children or adults.

They don’t have high school educations, they don’t have specialized training, they don’t use computers, they don’t use electricity, they don’t use automobiles, and they don’t have training in how to create a marketing plan.

And yet, the resources that have transferred over from the farm are these: an entrepreneurial spirit, a willingness to take risks, innovativeness, a strong work ethic, a cheap family labor pool, and high standards of craftsmanship.

The Amish Fought the Law and the Amish Won

You can figure out a lot of what an Amish believes in education is from the things they fought the government about and won.

When the Supreme Court ruled they had to go to school from 1st to 8th grade, they were prepared, in mass, to go to prison unless concessions were made, and they won these concessions.

They demanded that any school be within walking distance of home, they would not allow their children to be carried on buses.
They refused large schools where pupils are sorted into different compartments and assigned different teachers every year.
They demanded that all school decisions had to be signed off by the parents.
They demanded a maximum eight-month school year.
They demanded the teachers who taught their children to be knowledgeable in, and sympathetic to, Amish values in rural ways. They refused to hand their children over to professional educators.
They insisted their children be taught that wisdom and academic knowledge are two different things.
They insisted that their kids have practical internships and apprenticeships supervised by the parents. They were prepared to go to jail and lose everything before they would surrender their children to any form of state indoctrination, called schooling, which would break up their families, their traditions, and their communities, and leave their children restless, trained to leap and jump but without purpose or direction not knowing where they would land.

An education to an Amish-er is being independent, living in a closed community, as a valuable neighbor, and living a godly life.

On the cusp of the 21st century where you and I are perched, it hardly seems possible for a definition of education like this to have survived and even thrived. Yet how can we explain the baffling Amish who do it their own way, in spite of expert advice, and have abundant prosperity and abundant happiness?

That the Amish have done so well puts a realistic base of possibility under the ideal of an independent citizenry as the proper goal of schooling. It’s something I hope you’ll think about.

Children

The Adventures of a Homeschooling Dad Part 1: Reconnaissance

By Terence Gillespie January 20, 2018

Though satisfied with our children’s private school, three factors are motivating my wife and me to start looking into homeschooling, again. The Christian school our boys attend is having financial problems, their high-school is aiming towards the new common core SATs for college admissions, and SB-277 will soon involve our non-vaccinated boys.

None of these factors affect us, right now, making it the perfect time to do some reconnaissance. Even if the financial problems get resolved, and we find a way around SB-277, the intrusion of common core into the high-school is enough motivation, by itself, to start vetting alternatives.

What Most Traditional School Options Have in Common

What most traditional school options (public, private, and charter) have in common is common core. As of August 2nd, 2010, most states have adopted the common core standards (though12 states later introduced legislation to repeal their adoption.) In common core states, 100% of their public and charter schools are affected. Though optional for private schools, 50-60% of them have gone common core and, even those who haven’t, are aiming their high-school curriculum towards the new common core SATs in place as of 2016.

Whether your state is affected, or not, most parents must understand what the common core standards are to make an informed choice at the traditional school level.

The Case Against Common Core

Common core sets the standards so high; anyone can walk right under them. — Mary Galamia, Testimony to NY State Assembly

If you have your kids in public school you’re going to lose them. There is no safe place. It’s a hard lesson, but, there’s no safe place. If you want your kids to grow up with your values, if you want your kids to become good at stuff, not full of ideology, you can’t keep them there, anymore. There are no safe schools.” — Duke Pesta

Common Core — Six Years Later

You’ve heard the phrase, “If you find yourself in a hole, stop digging?” Common core digs you down three more levels. The ESSA act digs you down five more and then throws concrete over your head. — Duke Pesta

Standards, Assessments, & Curriculum Align

The principal sponsor and author of common core tell us that when we see the word “standards,” we should read “curriculum.”

Sponsor

When the tests are aligned with the common standards the curriculum will line-up, as well. — Bill Gates, 2009 (Before Common core standards were supposedly written)

Author

“Teachers will teach towards the tests. There is no force strong enough on this earth to prevent that. There’s no amount of hand-waving, there’s no amount of saying ‘they teach the standards, not the tests, we don’t do that here.’ Whatever. — David Coleman, Primary author of common core standards

How Christian Schools are Infiltrated

Figure out a way to put them in safe, private schools — because 50-60% of the private schools have gone common core — or homeschool them. — Duke Pesta

Prior to writing this article, I thought Christian schools were non-common-core “safe”. However, as of 2016, the SATs are now common core compliant. Private schools now claim they have no choice but to teach common core to prepare students for college admissions testing. Here’s the carefully worded way that’s presented to concerned (outraged?) parents:

“…private schools have flexibility when considering the Common Core (CCSS), and they are under no obligation to implement any piece that they do not feel best serves their educational goals … However, CCSS will have an impact on home and private education in expectations for higher learning. The CCSS emphasize college readiness, and agencies that administer national standardized tests used to determine a student’s readiness are rewriting those tests to align to the Common Core. One of the architects of the English language arts standards is David Coleman, the current president of the College Board. He is overseeing the renovation of the PSAT and SAT in both format and content to fully align with the CCSS. The redesigned PSAT will debut in 2015; the new SAT will be used beginning in 2016. These realities mean it is important for private schools to meet CCSS at a minimum to ensure their graduates will be successful in post-secondary school endeavors.

Translation: we had to go common core to help your child get into college.

If by “post-secondary school endeavors” they mean the usual commoditized degrees of sinking quality, then maybe not. Why enter into debt-slavery when ivy league schools are publishing their curriculums online, for free? Here are 24 free ivy league online courses you can take, today, for free.

Even for the usual university treadmills, the SATs are no longer the only game in town for admissions. Thanks to outraged parents, non-common-core alternatives for college admission testing are getting fast-tracked.

Goodbye SATs

When ACT and SAT chose to hitch its horse to the Common Core wagon, they may have doomed their futures in numerous states across the country. Without a significant reversal in policy, now-unknown alternative college entrance exams could rise to prominence faster than any test has previously been able to do in the history of U.S. education.

Hello Non-Common Core Alternatives

Vector ARC markets itself as a cheaper, better alternative to the SAT and ACT, and its creators claim it will only test students on the information they actually need to be successful in college and later in life, focusing heavily on the classical Western educational standards of the past. In another words, students won’t need to be in a classroom that teaches to a novel, highly technical test in order to successful. If students have the skills that have been considered essential for centuries in Western nations, they will do well on the Vector ARC test.

“At Vector A.R.C. we believe every student should be afforded a fair opportunity at college acceptance,” says Vector ARC on its website. “We don’t think students should be disadvantaged for not having studied in alignment with the Common Core State Standards. By offering an alternative assessment to both SAT and ACT, students who have selected an education not based on Common Core, will no longer be penalized in their college applications by being forced to take a test that aligns with [the Common Core State Standards].”

Charter School Myth

Parents often say, “Charter school” when the subject of common core comes up. It has a nice ring to it and the parents who say it probably think they “don’t have to deal” with common core.

Wrong.

For all the promised flexibility of charter schools, these public asset privatizations “must align with the Common Core State Standards..”

In short, the murky promise of privatization and the pleasantly sounding ring of “charter school” has given rise to the myth that they’re a non-common core option. They aren’t. Charter schools offer parents the illusion of flexibility while imposing the same mandatory common core standards.

How will Common Core affect Charter Schools?

Beware of Rebranding

Parental uproar has caused the peddlers of common core to rebrand it as “next generation” or just “standards.”

For a more honest rebrand, I would just tell parents to think of common core as, “Every Child Left Behind.”

Adventure Debrief, Part 1

My first reconnaissance adventure into homeschooling hit a roadblock right out of the starting gate in the form of common core (next generation, whatever.) I had no idea how bad it was. I also had no idea that it had already infected the private non-common-core Christian “safe” school our boys attend.

If our school doesn’t wake up and get off the common core track by realizing there are non-SAT alternatives for college admissions, we’ll have no choice but to pull the trigger on whatever alternative schooling options I can find.

For parents in non-common-core states, traditional school options are still on the table. Otherwise, the 40-50% of private schools that haven’t yet adopted common core are the best option at the traditional school level, in my opinion.

Underground History of American Education

For all the unexpected focus on common core in this adventure, this top-down, one-size-fits-all nonsense is nothing new when it comes to state involvement in education. I’m fortunate to have been prepared, in advance, for these challenges by the great teacher, John Taylor Gatto.

I read three of John’s books before our children were born. Given what I’ve just discovered, this homeschooling dad will be re-reading Gatto’s wonderful “Underground History of American Education”, “Weapons of Mass Instruction”, and “Dumbing Us Down” before embarking on the next adventure!