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The ideological brainwashing is over!
by John Klar
For years now, Vermont’s public schools have been used as an experimental testing ground for the indoctrination of children with “theories” that eclipsed learning of core learning in math, reading, writing, and other subjects. Queer theory, race theory, Social Emotional Learning, and other speculative (partisan) policies were launched against Vermont’s children by school administrations unaccountable to parents or the law. Many of these policies are blatantly unconstitutional: Vermonters and their children have been grossly abused by a cult.
Vermont can boast that it spends more per pupil than almost all other states. When adjusted for median income, Vermont has the highest per pupil costs of all fifty states — only Washington, DC spends more on its students. Vermont’s schools and legislature hire more and more bureaucrats to teach (indoctrinate?) fewer and fewer students, and the results are in — plummeting test scores in the subject areas students need to succeed in to be prepared for the workforce and the world.
Vermont schools teach sexual orientation and detailed sexual “education” to kindergartners, often employing books like Gender Queer that include graphic images of fellation and other sex acts. That must stop. Critical Race Theory is blatant racism, the opposite of the values and dreams fostered by Martin Luther King, Jr. and others who made great sacrifice to combat exactly what these teachers and school policies have been inflicting!
Vermont schools condition children to rebel against parental and family mores, and to explore what gender or sexual orientation they really “feel” like embracing. These issues are kept hidden from objecting parents, destroying the parent-child relationship and harming children. As James Lindsay explains in detail in The Marxification of Education, this is the goal — to tear down families and absorb pliable children into a political ideology. Drag Queen story hour has nothing to do with teaching children to read, and everything to do with teaching them to be immoral, rebellious, and “queer.”
Children are conditioned against guns, against white people, against marriage, and against heterosexuality. They are encouraged to support abortion, oppress the speech and other rights of those they disagree with (that is, who oppose this one-sided sickness), and become intolerant in the name of tolerance.
The results are in. Test scores are down, costs are up. Depression, anxiety, suicide, reckless and violent behaviors, and other struggles are up. This can be traced directly to thug teachers who brutally inflict their personal aberrant political and moral views on others’ children. Rainbows and pride flags cannot obscure the damage done.
If Vermonters and parents in other states are to rescue their children from this unforgiveable abuse, these miscreants must be stopped by the grown-ups in the room — the parents and taxpayers who are both the monetary source and the victims of this evil.
Now, there is hope. You can do something quite simple to fight back: report these activities to the federal Department of Education
Those paid with our tax dollars must serve, not rule over, parents and children. The goal of educating functional adults must be restored to Vermont schools promptly: reading, writing, arithmetic, not cultish hate and toxic racism.
If you are aware of these horrible practices being inflicted on children in your public school, please complete and submit the form below. These teachers and administrators care more about their paychecks and pensions than they do our children — make them abide by the rule of law, civility, and decency, or get a job somewhere else where they cannot do harm to young minds!
The author is a Brookfield best-selling author, lawyer, farmer and pastor.
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Categories: Commentary, Education
Math is not racist. There are not a variety of correct answers. 1+1=2. Period.
Phonetic spelling is not spelling. Every word has one correct spelling, which sometimes depends on context (there, their, they’re). This makes learning proper grammar mandatory.
The ability to read and clearly summarize what you read (in verbal and written form) should also be mandatory.
Old words like “ethics” and “values” need to return to our educational system.
“New” doesn’t mean “better”. It means more of your tax dollars in someone else’s pockets.
What do all those statements have in common? First of all, they’re all true. Beyond that however, they *were* the basic tenets of our public education system well into the 1970s, maybe early 1980s.
It continues to amaze me that it’s taken almost 50 years to come to the conclusion that we need to go back to how we were taught more than half a century ago. We’ve already messed up two generations of children and it needs to stop there.
Don’t get me wrong – the brighter kids are always going to learn and they always will. It’s the rest of them that we need to be most concerned about, because make no mistake, they are and will be the majority running this country in a mere 30 years or so.
Robin: I would like to propose to you that it is our ‘concern for the rest of them’ that created the problem we have. While I am worried about everyone, I know that I can’t solve their educational dysfunction, such that it is. Only they can do so. The best thing for me to do is to lead by example. And the only way I can do that is to avoid the monopolistic practices of a centrally controlled education system (no matter what educational tenants it imposes) and choose my own path. But first, I must be able to make a choice.
Yes, Mr. Klar. We all know that our school system is dysfunctional (if not dystopian), academically, economically, and socially. Unfortunately, your repetitive concern does nothing to offer a tangible, constructive fix. Filling out a form and complaining to the U.S. Department of Education, a department slated for the junk-heap of failed bureaucracies, is more of the same. Never mind that I’m still trying to find ‘the form below’.
I’ll take this opportunity to challenge you, as I’ve done with other authors of educational grievances here on VDC, to consider the H.89 School Choice bill collecting dust in the House Education Committee.
As an individual who wants to see state constitutional amendments to remove government from regulating education and health care, if there is a method to report offending schools to the U.S. Dept of Ed to investigate and refuse federal funds, I’m all for it. I applaud the President’s use of the Dept of Ed to pull the rug out from underneath schools that continue to indoctrinate students, despite the mandate by voters to end these evil programs. After which, the Dept of Ed can go to the scrap pile.
Two main points that have to be addressed and resolved per the People: 1) Cost of education 2) Quality of education
To the average bear, it appears simple. Yet, to the Administration and Legislature, it is so complex and so difficult. So much so, they can’t resolve either point to the satisfation of the People or to benefit the children of this State. Even though they pontificate, pander, and steal millions upon millions of dollars supposably to benefit children. No honor among thieving reprobates.
What have they managed to do in 20+ years? Raise taxes every single year to cover rising costs and the education quality wanes to the point of embarrassment and utter failure. The proof is everywhere. The mass migration of young, resilient, smart Vermonters over 20 years is a glaring case in point.
Perhaps what is really necessary is a crowbar to pry a number of collective heads out of their collective behinds. This issue should have been solved decades ago – the failure to do so is the fault of voters who keep putting the same thieves in the same seats year over year. An absolute disgrace of a populace so ignorant and hoodwinked they can’t see or think straight to the detriment of children. Wake up!
Melissa: I would like to propose that the problem does not rest with the fact that our administrative State raises education taxes every year – but that they keep those taxes for their personal benefit to our individual educational detriment. To paraphrase Alexander Hamilton’s Federalist Paper 84; the problem is with ‘the power of taxation… that duties may be laid upon [citizens] so high as to amount to a prohibition.’
The first remedy to this prohibition is already codified in Article 9 of Vermont’s Constitution: that “previous to any law being made to raise a tax, the purpose for which it is to be raised ought to appear evident to the Legislature to be of more service to community than the money would be if not collected.”
Be that as it may, the legislature (supported by the electorate) consistently maintains, and reasonably so, that the public funding of an individual child’s equal access to an appropriate education is ‘more service to community than the money would be if not collected.’
The Catch 22 of course, is that the legislature (and those special interest groups enabling them) use (steal?) that money for their own personal services, not the children they claim to serve.
The fix: If supporting ‘service to community’ is the litmus test, then provide the collected tax revenue equally to each child’s parents or guardians and let them choose the services they believe best meet their needs.
The assumptions are there is agreement to the term”appropriate education” and parents/guardians, who are, by and large, products of said floundering education system. My parents and grandparents were not. Their solution would be to burn the school down if I came home questioning my color or gender and they would stomp into a representative’s or bureaucrat’s yard looking for a donnybrook of epic proportions.
I do get what you are laying down. Unfortunately, many people don’t have the common sense or knowledge to fill a thimble anymore. Many these days are too distracted and too stressed out to pay attention to the numbers game being played upon them. The naive trust to do the right thing has run it’s course. It appears the solution will manifest once the entire system implodes into it’s own cellar hole.
Melissa: The agreement is (or should be) that each parent decides what is appropriate by choosing between the options available… public school, independent school, homeschool, or some combination thereof.
As long as so called equity is the priority of the Agency of Education academic outcomes will remain dismal at best. No equity driven policy has ever produced net positives whether educational or economic. Focus on opportunities, not outcomes and the net academic proficiencies will rise. Stop being emotional when making policies and lean on logic and quantitative data.
“Children are conditioned against guns, against white people, against marriage, and against heterosexuality. They are encouraged to support abortion, oppress the speech and other rights of those they disagree with (that is, who oppose this one-sided sickness), and become intolerant in the name of tolerance.”
Goodness, this happens all the time in Algebra II.
Oh dear, algebra was invented by a guy somewhere in the desert, 1100 years ago, Muhammad ibn Musa al-Khwarizmi, a 9th-century Muslim mathematician and astronomer. But wait… it might have been the Babylonians who invented a discursive method of dealing with equivalencies by using rhetorical sentences. Or the Egyptians, who solved linear and (!) quadratic equations with symbolic arguments. And don’t get me started on philosophy or biology or literature or history — nothing but black and brown guys all the way down, I’m afraid.
The concept of “homosexuality,” by the way, is just that: a concept. Take a short tour through the animal kingdom and see what incredible outliers *some* humans in fact are. And no, there is not a word in the Gospels about it either so don’t go there. And eunuchs don’t count. So you do you, and let others get on with their lives.
Kindly remember that even as higher vertebrates you and I are nothing but a collection of tubes of all sizes, large and small, all bundled within an even bigger tube, a design plan that was also used for the first multi-cell organisms.
Remember also that your man there, a creator with a fine if quirky sense of humor, designed the clitoris and the penis as basically the same organ — one an exfoliated form of the other or, conversely, one an involuted form of the first. Each composed of two columns of erectile tissue crowned by a glans that hosts the many lovely nerve endings we humans so enjoy fooling around with. All of which lends a rather interesting twist to the concept of gender as a fixed property, don’t you think?
And, just for fun, do you have *any* idea how hyenas do it??