In his book Segregation–Federal Policy or Racism (Shotwell Publishing, Columbia, South Carolina) author John Chodes noted, on page 53 that: “In 1867, a small agency was created by Congress. It was called the Bureau of Education. It consisted of only five employees: a supervisor and four clerks, ‘to collect such statistics and facts as shall show the condition and progress of education in the several states and territories…as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country.“
From this miniscule beginning, over time, the Bureau of Education became a gigantic department, nationalizing, controlling, and separating black and white primary and secondary schools by administering the Morrill colleges and absorbing the Freedmen’s Bureau schools into its own bureaucracy.”
We have all been led to believe that the federal Department of Education didn’t happen until Jimmy Carter brought it in during his one-term presidency as payback to the National Education Association for their support of him. Actually, it seems that all Carter did was to support the most recent manifestation of something that had really been around, in one form or another, for a very long time. Continue reading
In his informative book Segregation–Federal Policy or Racism, author John Chodes has some interesting information in chapter 6, which he entitles The Freedmen’s Bureau: Segregation for Black Education. In this chapter he notes that the whole concept of segregation was promoted so that blacks could be “educated” (radicalized) separately from whites. This was a kind of master plan to promote class hatred between the races. Look at it this way–one of the reasons for the War of Northern Aggression was not to free the slaves, but rather to transfer ownership from private hands to federal hands. From private hands to the Freedmen’s Bureau!
Chodes notes how the federal government was, even in the 1860s, messing around with federal control of and aid for education. The foolish idea of public, or government, schools being “ours” or somehow belonging to the people, is and has been the prevalent myth, propagated on the public at large so they will not realize that this leviathan institution was made and directed from Washington from day one. This is something we have got to get through our heads! These really were and are Government Schools!
I have just received an informative little book that deals with a lot of material folks will never see in their “history” books, but need to be aware of, especially here in the South. This book was written by John Chodes of New York City and published by Shotwell Publishing in Columbia, South Carolina.
The title of the book is Segregation Federal Policy or Racism? And Mr. Chodes explains why it was federal policy instead of Southern racism. He starts out by dealing with a subject I have written about on and off for years, but which most people simply fail to grasp–that “reconstruction” did not end in the South after the Yankee/Marxist troops departed–it just continued under other names and it continues right down to our day. The current riots in Charlottesville, Virginia are a prime example of how “reconstruction” continues to work in our day. Continue reading
As my wife and I settled into the concept of home schooling we found that we needed some sort of structured curriculum that we could be comfortable with. Even in the late 1980s there were quite a few home school curriculum out there, though probably not as many as today. One of our daughter’s friends, one time, commented to us “You guys home schooled before home schooling was cool.” I hadn’t thought of it that way but I guess she was right. In 1986 it hadn’t been all that long since people in some states had had their kids removed out of their homes because they refused to put them in public schools. After all, for many officious bureaucrats Government schools were the sacred cows of the hour.
So my wife and I started attending home school book fairs and conventions when we could get to them. We started checking out books and listening to various speakers.
One thing I found with various home school curriculum was that the selection of history books was, for me, somewhat discouraging in the main, and the same held true for books I saw on government. Some of the books I saw at fairs looked pretty much like government school material with a few Bible verses sprinkled over it–just enough to make them palatable to home school families that didn’t know an awful lot of history (and weren’t likely to learn much with some of these books). Continue reading
The reactions to our decision to home school our kids were fairly quick and followed certain patterns. A couple of folks decided that, as long as we were going to do this, they could help us out by giving us lists of books we should get and make sure our kids read. I recall two such lists, if I remember correctly. I did look over the lists to see what they had.
Interestingly enough, one of the books near the top of both lists was Catcher in the Rye. When I had worked at a college back in the East, many of the kids I knew there had that one as required reading, so I had a chance back then to browse through it on several occasions. Now maybe it’s just that I am old fashioned, but my first reaction to seeing that on both lists was “I don’t want our kids reading that!” Maybe some of you all have read that one and don’t think it was as questionable as I did. There were several other offerings on both lists that I frowned at. There wasn’t an awful lot on either list that I wanted our kids messing with. Now our kids were both readers and we bought them books when we could afford to and they read and reread many of them until the covers literally fell off them. We bought them C. S. Lewis’ Chronicles of Narnia series and they read those until they were literally falling apart. I realize some folks disagree with some of Lewis’ materials, but it was a lot better than some of what was out there. Anyway, the book lists were a flop. Continue reading
As I previously noted, it was not until we moved to Indiana that I grasped why most evangelical folks would not object to nor protest what went on in government schools.
In Indiana we found and attended an evangelical Presbyterian church because it was the only Reformed church we could find in the immediate area. We found a Christian school for our son to enter. Our daughter would not be ready for school for another year yet. Our son had previously been in a Baptist school in West Virginia. The new school in Indiana wasn’t everything we could have hoped for but it was still better than a government school. At least we felt that way–many of the folks in the church we attended were not quite sure of that. Just about all the families that attended this church had their kids in government schools, which they were quite satisfied with. And they thought our kids would be much better off in a government school than in a Christian school. I hope, at this point, no one tries to tell me the Christian faith in this country hasn’t been tampered with. Continue reading
Regarding the situation in Kanawha County, West Virginia from 1974-76, I have several observations that were clinchers for my wife and I as to why our kids would never cross the threshold of a government school building.
While in West Virginia, my brother and I attended quite a few school board meetings for Kanawha County, which were held in Charleston. Any time we were able to go, the school board meetings always ended up being “standing room only” affairs. If you wanted a seat you got there early. People, once the textbook protest started, showed up for school board meetings because they felt it was a chance to express their frustration at what the school system was trying for force on their kids. Little did they realize at the time, to paraphrase a saying used during the global warming scam, “the agenda is already settled.” And some of the school board members that spoke at these meetings were, shall we say, slightly less than candid. You always got straight, honest answers from Alice Moore. From some of the others it was a toss-up. Continue reading
In the main filing cabinet in my office I have three bulging folders of material collected over the years from the early 1970s until now. These three folders contain all manner of material I have collected or people have sent me about the ongoing aberrations that take place in what all thinking people realize is our government school system. It’s not a “public” school system; it’s a government school system. This material comes from all over the country. Some of this stuff would really singe your eyeballs, and if you are like me, you can’t read more than a little of it at a time without getting really ticked off. What some government school systems do to our kids is nothing short of criminal.
I have come to the conclusion, after over forty years of keeping tabs on this kind of thing, that these aberrations are what government education in this country is really all about. When I say that I am not indicting everyone who has ever taught in a government school. We have a niece in Illinois that teaches in one. She’d much rather teach in a Christian school, but she can’t find one in her area that pays a living wage so she does what she has to to survive. Continue reading
What has transpired over the past year since Al Benson Jr. wrote the following piece, is appalling – as it should be – to ALL Americans. We have taken the liberty to open with a modified rendering of the writings by the great Martin Niemöller. We find it more fitting today than one year ago. ~ J.B.
First the came for the Media in order to control the minds of the people, and I did not speak out — because I was not a newspaperman or writer
Then they came for the cemeteries up North, and I did not speak out — because I was not from the North.
Then they came for the Confederate Memorials and cemeteries, and I did not speak out —
because I was not from the South.
Then they came for the Memorials and Statues and papers of our founding, and I did not speak out — because I cared not for the nations’ past.
Then they came for America and there was no one left to speak for her.
You can tell that the history destroyers had a busy couple weeks during the end of May, and it didn’t all happen in Dixie.
I read three separate articles June 1st about vandalism in cemeteries–all in the North. In Dixie we have grown used to this sort of thing. There are ugly people down here that, in some twisted way, seem to think they are doing humanity a service if they vandalize and destroy anything they remotely perceive as being “Confederate.” They remind me of those that Jesus spoke of in Scripture when he talked about those that would kill Christians and think they were doing God a service. Such is their “contribution” to humanity–it’s all they really know how to do. Should they somehow end up holding an intelligent position on anything they really can’t debate it with any genuine opposition, so they destroy what they hate because they can’t legitimately defend what they love–which in many cases, is indefensible.
The NEA – the Ultimate Trojan Horse
The National Education Association meets every year for a big national convention in some city or other and teachers from all over the country show up for this event.
An agenda is usually presented showing all the things nationally that the NEA is either for or against. In the past several years they have presented agendas that Hugo Chavez, Marxist dictator of Venezuela, would love. Many of the issues they choose to address have little or nothing to do with education, but everything to do with their leftist worldview.
While many have heard of the NEA they don’t have any idea of how long it has been around or what it really does, only that many of their kids’ teachers belong to it, and the compliant media, when it reports on NEA conventions, is not about to give out anymore real information than it has to. In all fairness to public school teachers, there are some that are not in favor of what this “teachers union” does, but their opposition is generally ignored or ridiculed. Continue reading
Over the years, as most who read my stuff will testify, I have followed what goes on in the vaunted, so-called “halls of education” in this country, particularly when those halls are located in public school buildings. Some pretty far-out things have happened in this country in the name of public education, but what I am about to comment on here may be the most expensive.
I came across a blog spot yesterday that had an article on it datelined May 25, 2017. The headline asked this question: “Why Does the Chicago Public School System have $9 Billion Dept With Only 381,000 Students?” When I first read it I couldn’t believe I hadn’t misread it. I thought it should have been $9 million, so I went back and reread it. It was $9 billion. Simply amazing! The article started off: “Chicago public schools will look to borrow $900 million in the coming weeks adding to the district’s $9 billion dept–but it remains unclear if anyone will actually give them all the money. The loans are $500 million more than Mayor Rahm Emanuel’s office announced last week when a financial rescue plan was outlined….District officials told board members Wednesday that the district would likely ‘just run out of money’ if it didn’t take out these loans.” Continue reading
Many of us have watched, almost dumbstruck, at the rampant cultural genocide being displayed in New Orleans. The cultural Marxists there, from the mayor on down, have simply run amuck, basically doing what they wanted the way they wanted. To label them as culture destroyers is almost too charitable. I am sure that, along with myself, many others would describe their activities and personalities in language that I would hesitate to have reproduced in this article.
Their execrable attempts at the total destruction of Southern and Confederate history and heritage almost border on the insane–but then, they are cultural Marxists, so I guess that is par for the course. Continue reading
‘Lovable little revolutionaries’ teach children communism is ‘not that hard’
Years ago I read an article by William Lind in which he labeled many of America’s colleges as “little ivy-covered North Koreas.” Having had some experience with colleges, I have to say honestly, that Mr. Lind’s description is not all that far off. He knew whereof he spoke.
I recall a college on the East Coast (and some of my readers will know about this) that, back in 1970, invited a “community organizer” (that title ring any bells?) to come in during a special session they had for students in early January of that year, supposedly to help students “solve their problems.” It turned out, thanks to a good bit of exposure by a pastor who had a local radio program there that the public was able to find out that this “community organizer” was, in fact, a well-known and identified Communist Party member who was there, basically, to indoctrinate the students. Naturally the parents of the students were not informed of this man’s Leftist connections and when the pastor exposed them on his radio broadcast, every day for about a week, it was truly a revelation to most folks. Then, someone who had access to the school’s mailing list sent a letter to several of the parents detailing this man’s Communist connections. And this wasn’t “fake news”–the pastor had the goods on this turkey. Unfortunately this sort of thing, to one degree or another, is very typical of American colleges and universities. Parents need to be really careful about where they enroll their kids in college. All that seems to glitter ain’t necessarily gold! Continue reading
Just a couple days ago I read an excellent article by David Risselada. Among other things, Mr. Risselada said: “Finally, after eight years of governance by a left wing radical intent on turning our nation upside down, a new President is at the helm.” That’s a perfect description of what Comrade Obama did during his tenure in office. Mr. Risselada went on to comment briefly on some of Trump’s cabinet picks, both good and questionable, and then he came to Betsy DeVos, who is Mr. Trump’s choice to head the Department of Education–the department both us and our kids would be better off without.
In commenting on Mrs. DeVos he noted her endorsement of school choice (an interesting proposition that has two sides) and her opposition to Common Core. That opposition, at least, is a step in the right direction. Continue reading
Very recently I read an article Bob Unruh about a sodomite group in Scotland that is promoting a petition which demands that children from kindergarten on up be forced to “learn about homosexual, bi-sexual and transgender issues.” The moderator of the Free Church of Scotland labeled the proposal “a Trojan horse to impose an ideological perspective on all pupils.” He was right. This petition, circulated by a sodomite activist group, Time for Inclusive Education, wants children, from their earliest years of schooling to be indoctrinated in that which Holy Scripture forbids. I guess you could say those people have an agenda and it is clearly anti-Christian. Continue reading
Probably most of us have seen those sweet and subtle adds on television about the National Education Association and their supposed dedication to educating the children of America. I hate to be the bearer of negative news — but they are all hogwash!
Most folks who believe this drivel do so uncritically, never even having considered that any of this could be subtle propaganda to encourage them to keep their kids in the government school system which mal-nourishes them educationally but keeps the teachers’ unions fat and happy. Continue reading
Recently I read an article by Gary North having to do with public schools – always an area of concern for me. Ever since the days of the textbook protest in Kanawha County, West Virginia in the mid-1970s, I have had a major concern about public schools and what they do to the children of America.
Mr. North’s article started off this way: “Challenge: Which institution would I defund 100%? I would eliminate all funding for education, including all of the military academies.”
I usually read North’s articles when I can find them because he always gives you insights you probably would not come up with on your own – things most of us ought to be thinking about that hardly ever seem to occur to us. And Mr. North’s take on public education is pretty much the same as mine. Continue reading
Part I ~ Comrade Dewey and Cultural Genocide
Cultural genocide, the planned and willful destruction of a culture (in this case a Christian culture), is accomplished in many ways. The orchestrated destruction of a culture is accomplished by the tearing down of the flags and symbols of that culture and the destruction of its historical monuments and the replacing of its names with others of a more socialist intent.
It is also accomplished by the mid-education and intentional dumbing down of the children of that culture so they know less than their grandfathers about their history, heritage, faith, or anything for that matter. This is often done via institutions of “learning” that are subtly used to, in effect, make children dumber than they would be otherwise, while taxing their parents to pay for the intentional ignorance. Continue reading
On January 16th I read an article by James Ostrowski about public schools in Buffalo, New York and why they are not making the grade (no pun intended).
Mr. Ostrowski is a trial and appellate lawyer in Buffalo, New York and also the author of a book called Progressivism: A Primer on the Idea Destroying America. He also has a website. I have not had a chance to read his book here mentioned, but it sounds like it would be a good one.
Mr. Ostrowski, in the Lew Rockwell article, commented on the public schools in Buffalo, New York, and you can, by extention, multiply his commentary on public education in Buffalo because it would also apply to most other cities and towns across the country. The problems he discussed are not unique to this one city, but rather reflect the general trend nationwide. Continue reading
The situation with what we charitably call “public education” continues to get more and more bizarre, and more folks are beginning to ask the question: “Is what my kids are getting in public school really education?” Well, no, it’s not. It’s not even close.
I talked to a friend recently that has his two youngest kids in public school in the town he lives in. They are in the 5th and 6th grades. I asked him about the books the kids brought home for homework. He told me they didn’t bring the books home from school hardly ever. What they did bring home for homework was worksheet type material, but rarely a book. He has no clue to the content of 95% of the books his kids use. I asked him “What does that tell you?” His reply came quickly, “They don’t want parents to see the books.” How right he is. They don’t. In his case, he is the kind of father, who, if he saw something off key in one of his kid’s textbooks he would go to the school and ask questions and he would expect real answers, not progressive platitudes. Continue reading