HOLLYWOOD, FL – Many Americans entrust the education of their children to public schools. Many public schools are doing their utmost to educate America’s children. (But perhaps that last statement was a bit too kind.)
In fact, while during the last quarter of the 19th Century, a high school graduate received the equivalent of a bachelor’s degree of today, two thirds of the high school graduates of today require remedial education prior to being able to begin college level coursework. Something seems amiss.
Is it reasonable, after 13 years of law-mandated custodianship, and ample opportunity to focus on the educational peculiarities of a diverse student population, to fail to enable two thirds of all high school graduates in the basic preparatory requirements for a career in higher education? What would 19th Century educators say?
But failure may be chalked up to incompetence, an incompetence combined with the apathy of highly educated professionals, who do not today understand that which was clearly better understood by their 19th Century counterparts. Incompetence, however, does not explain why today’s educators choose to violate the law, or to continue to engage in the type of indoctrination of students that was defined by the Supreme Court of the United States as unlawful.
Unlawful indoctrination is rife in public schools across America, where too many children are not being taught the skills of reasoning, but rather are being told what to believe. Children are being taught, by those who break the law, to accept faith-based assertions, values, and fantasies, which since the 1960s has been held by SCOTUS to be prohibited activity not to be engaged in by public education professionals.
The range of faith-based issues thus being unlawfully foisted upon those victimized schoolchildren ranges widely, including but not limited to pressure to accept Islamization, debased morality, evolution theory, political deception, opposition to rule of law, and the insanity of Socialism.
Lawless educators have taken upon themselves the power, not delegated by law but prohibited by it, to strive to mold children in their degraded image. They violate the law as they do so. And they must be stopped.
To teach children to embrace the tenets of Marx or Mohammad is a sociopathic endeavor, indicative of a ghoulish nature, which in some jurisdictions qualifies as contributing to the degradation of the morals of minors. The same could be said with regard to much else now being taught to children in public schools.
Equally heinous is the contrived, deliberate failure to teach children the critical thinking skills that form the foundation of any healthy intellect, of any accurate set of evaluations, and of any successful, productive life.
To take charge of schoolchildren for 13 years, yet to fail so miserably to adequately prepare their minds, but rather to deliberately stunt their minds and souls, through a process of ruthless, unlawful indoctrination in all that is deranged and antisocial, qualifies any educator as a felon who engages in that indoctrination.
In fact, there are other ways in which public schools violate law. But that will be for another commentary.
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