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Table of Contents
1. Charlotte Iserbyt and her 2008 Video
Charlotte Iserbyt was the Bobby Kennedy of education chicanery and a senior policy advisor to Reagan. Her famous book, The Deliberate Dumbing Down of America — A Chronological Paper Trail, is comprehensive, full of government documents, and includes unbelievable examples of school sabotage. Chapter 3 is a summary of the YouTube interview above, where she discusses her work. She died at 91 in 2022.
2. Sources:
All are from Jim Arnold of Liar’s World Substack.
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Back to Basics Reform, or OBE: Skinnerian International Curriculum (1985) by Charlotte Iserbyt.
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The Deliberate Dumbing Down of America: A Chronological Paper Trail (1999) by Charlotte Iserbyt.
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Here’s one of her websites, where she offers the Dumbing Down book free:
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Deliberate Dumbing Down | Official Website of Charlotte Thomson Iserbyt
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Here’s her other website: American Deception | Uncovering the Deceptively Hidden Truth
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Jim Arnold purchased her material before she began giving it away. He has 441 separate files totaling 2.4 gigabytes in his archives. Some could be entire books in themselves, and others are rare materials of just a few pages.
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This post is closely related to Jim’s Substack, “Fun With Dick and Jane,” which describes the globalists’ attempts to destroy reading instruction.
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Here is the Dumbing Down book’s PDF and the author’s update for you to download conveniently:
3. Charlotte Iserbyt: The Deliberate Destruction of America’s Schools
My journey from foreign service officer to education whistleblower began with a simple request to see my children’s textbooks. What I discovered was a systematic plan to transform American education from academic learning into social engineering. Through my experiences as a school board member and later as senior policy advisor in the Reagan administration’s Department of Education, I uncovered evidence of a deliberate campaign to reshape American society through the classroom.
From Foreign Service to Awakening
My path to understanding education’s true purpose started during eighteen years of foreign service work. I served with the American Red Cross in Guam and Japan during the Korean War, then joined the State Department, working in Belgium and South Africa. During my time in Brussels, I witnessed UN operations in the Congo that opened my eyes to the organization’s true nature. These experiences abroad gave me a perspective that many Americans lack.
When I returned to the United States, I saw Joseph McCarthy’s warnings about communist infiltration with fresh understanding. Conversations with people from North Vietnam and China during my travels had shown me the reality of communist systems. Their stories of identifying resistors and eliminating opposition leaders paralleled tactics I would later recognize in American communities.
After marrying and spending time in Grenada, where I witnessed a communist takeover firsthand, I returned to Camden, Maine, with two young children. I placed them in public school, unaware of the dramatic changes that had occurred during my eighteen years abroad.
Discovery of Educational Deception
My awakening began when I asked to see my children’s elementary school textbooks. The principal made a crucial mistake – he gave me the teacher’s manual for a program called “World and Time.” This manual revealed the true purpose behind what was purported to be a “social studies” curriculum. The program was designed to implement a global education philosophy based on humanist principles that rejected traditional American values, sovereignty, and religious foundations.
The teacher’s manual instructed educators to use activities that would create class consciousness and resentment. Children were to examine houses in their community – large homes versus trailers – and discuss who lived where, what they ate, and what this meant about society. These exercises were designed to introduce class warfare into the minds of elementary students.
When I raised concerns at a school board meeting about these non-academic, politically charged activities, the response was swift—I was labeled a troublemaker. This taught me how infiltrators operate – they marginalize anyone who questions their programs by spreading the word that critics are unstable or extreme.
After running for the school board three times, I finally won by a few votes. As a board member, I successfully eliminated values clarification programs and reinstated fundamental academic subjects, such as grammar and mathematics. However, when I lost re-election, the superintendent immediately called to propose a new program called “decision-making,” which was simply values clarification under a different name.
Training as a Change Agent
A retired teacher suggested I attend change agent training to understand what I was fighting against. For $100, I participated in a program in Searsport, Maine, that transformed my understanding of educational manipulation. The training utilized a textbook titled “Innovations in Education Change Together” by Professor Ronald Havelock from the University of Michigan, which was funded by federal grants.
This manual contains case studies showing how teachers successfully implemented controversial programs despite community resistance. It taught participants to identify resistors in their communities – people who questioned sex education, drug education, or other programs designed to change student attitudes rather than provide academic instruction.
The training taught me to recognize that anything with “education” attached to its name – death education, sex education, drug education, decision-making education – is a red flag. These programs exist not to educate but to manipulate student values and beliefs.
Most disturbing was a journal from guidance counselors in Washington, DC that stated: “We in the death education program will use death education to change students’ attitudes and values about death and dying, the same way we use sex education to change their attitudes toward sex and sexual practices.” These programs existed to destroy traditional morality rather than provide education.
Inside the Department of Education
Through White House personnel connections, I obtained a position as senior policy advisor in the Office of Educational Research and Improvement during the Reagan administration. This office oversaw testing, teacher training, and program development—the heart of American education policy.
My role involved evaluating programs that tested children’s values, attitudes, and beliefs before and after implementing change programs. These assessments had no relation to academic achievement. Instead, they measured whether programs successfully altered students’ moral foundations and family loyalties.
I discovered that the mandated federal tests were sixty percent focused on politically correct attitudes rather than academic skills. When states reported poor test scores, the measure was not an indication of educational failure, but rather a sign of resistance to value manipulation.
The office funded grants and contracts worldwide, implementing Soviet polytechnic educational models in which government and industry determine career paths for students as early as the third or fourth grade. This system eliminates individual choice and free enterprise. The theory was to create a planned economy where people are trained only for predetermined roles.
The National Institute of Education director, a genuine educator from the Cathedral School for Girls, was fired because he wanted to eliminate his own office. He recognized that this department served as the primary vehicle for destroying American academic education.
The Five-Pronged Attack on America
Americans have been subjected to a coordinated assault designed to make us compliant with world government. This attack operates through five primary methods:
Gradualism is the foundation – like the frog in slowly boiling water, changes occur so gradually that each generation accepts a further departure from traditional values and education. From the 1880s, when planning by Carnegie and other foundations began, to today’s implementation, the process spans over a century.
The dialectical process undermines moral standards by forcing a compromise between right and wrong. Students learn that stealing might be acceptable if the circumstances seem to justify it, or that murder could be understandable if someone has been abused. This process gradually erodes all moral foundations.
Semantic Deception redefines familiar terms to mean their opposite. “Basic skills” no longer refer to reading, writing, and arithmetic, but instead to the acceptance of a world government. “Decision-making” means values clarification. The “Patriot Act” removes constitutional protections, and the “Freedom Initiative” implements mental health screening of all children.
Economic Control through fiat currency and debt manipulation makes resistance financially impossible for most families.
Regional Government eliminates local representation by creating unelected councils that redistribute wealth and resources and bypass constitutional governance.
The Broader Agenda
The education system is the primary weapon for implementing world government. Carnegie Corporation stated in 1934 that they would “use the schools to change America from a free individualistic economy to a socialist planned economy.” Every president since pre-World War I has advanced this agenda, regardless of party affiliation.
Regional government represents the stepping stone to world control. The European Union is a model for combining nations into manageable units. Gorbachev described the European Union as “the new European Soviet,” and similar regional structures are being established globally. The idea includes the merger of Mexico, the United States, and Canada, which would create the North American Union.
Lenin predicted that the federal government would eventually wither away and be replaced by local authorities directly connected to international organizations, such as the United Nations. Community-oriented policing, sustainable development programs, and school-to-work initiatives all serve this transition by moving control from elected representatives to appointed councils.
Solutions and Resistance
Our children face psychological warfare disguised as education. Charter schools, voucher programs, and any educational option receiving government funding will implement the same manipulative testing and curricula as traditional public schools.
True educational choice means paying entirely with private funds and rejecting all government involvement. Families must also resist having their tax money taken at the local level for education, as this funding mechanism enables federal control through mandated testing and programming.
The most effective resistance requires Americans to recognize that both major political parties serve the same agenda. The financial elite planned this deception in the late 1800s, ensuring that voters would have the illusion of choice while both parties advanced the concept of a world government.
Americans have been deliberately dumbed down through a century-long campaign, but this knowledge can serve as the foundation for resistance. We must reject the label of “conspiracy theorist” – a term designed to silence investigation and research. Every significant political event throughout history has involved conspiracy, and the Bible itself contains numerous examples.
Conclusion
The transformation of American education from academic instruction to social engineering represents the primary weapon in a coordinated assault on constitutional government and individual liberty. Through gradualism, dialectical manipulation, semantic deception, economic control, and regional governance, change agents have successfully conditioned multiple generations to accept the concept of a world government.
Recognition of these tactics provides the foundation for effective resistance. Americans must understand that we face intentional psychological warfare conducted through educational institutions, media manipulation, and community programs. The goal has never been to improve education but to create compliant global citizens who will accept totalitarian control.
Our Constitution requires us to defend against all enemies, foreign and domestic. The domestic enemies have captured our educational system and are using it to destroy the foundations of American liberty. Resistance begins with understanding their methods and refusing to participate in any system that receives government funding or control.
The choice remains: continue accepting the illusion of democracy while losing all constitutional protections, or recognize the systematic nature of this assault and take action to preserve liberty for future generations. The enemy operates through patience and long-term planning. Our response must demonstrate equal determination and strategic thinking.
4. Jim Arnold’s recent Liar’s World Substack post about Augustin G. Rudd’s 1957 book, Bending the Twig: The Revolution in Education and Its Effect on Our Children
This is a comprehensive critique of what Rudd terms “Progressive Education” or the “New Education.” It offers a detailed examination of the educational “reform” movements that have been invading American schools since the mid-twentieth century. Writing during the height of Cold War tensions and social transformation, Rudd articulates the concerns of educators who called themselves “Essentialists” and advocated for traditional academic approaches over progressive pedagogical methods.
The work originates from a period when American education was undergoing significant changes in methodology, curriculum design, and philosophical orientation. Rudd’s analysis traces the evolution from traditional educational practices focused on academic rigor and cultural transmission to newer approaches emphasizing “child-centered learning,” social adjustment, and preparation for societal reconstruction.
The Philosophical Divide: Progressive versus Essentialist Education
The central tension Rudd identifies concerns fundamentally different conceptions of education’s purpose. Progressive educators, influenced heavily by John Dewey’s philosophical framework, viewed schools as instruments for social change. According to them, education should prepare students not merely to function within existing society but to actively participate in creating what Dewey called a “new social order.” This approach was a departure from traditional educational goals, which emphasized academic mastery and preparation for citizenship within democratic institutions.
Dewey’s materialistic philosophy, as Rudd analyzes it, positioned human beings primarily as biological organisms responding to environmental stimuli. This worldview led to educational methods emphasizing experience and activity over abstract learning or moral instruction. The Progressive movement embraced what became known as “child-centered” education, where student interests and immediate experiences took precedence over systematic curriculum requirements or adult-directed learning objectives.
The Essentialist position, by contrast, maintained that education’s primary function involved learning accumulated human knowledge, cultural values, and intellectual tools necessary for productivity. Essentialists argued that fundamental skills—such as reading, writing, arithmetic, and familiarity with historical and scientific knowledge—constituted prerequisites for meaningful participation in a democratic society. They contended that progressive methods failed to provide the rigorous intellectual foundation required for advanced learning and responsible citizenship.
Rudd documents how this philosophical divide manifested in practical educational policies. Progressive educators advocated for curriculum integration, replacing traditional subjects like history, geography, and civics with comprehensive “social studies” programs, rather than maintaining them as separate disciplines. They promoted “activity schools” where students engaged in projects and experiences rather than systematic study of academic disciplines. The progressive approach emphasized emotional and social development over intellectual rigor, arguing that traditional methods produced graduates who were passive and conformist, unsuited for democratic participation.
Curriculum Transformation and Its Consequences
Rugg emerged as an influential figure in this academic destruction. His textbooks, widely adopted in American schools, aimed to prepare students for participation in a reconstructed society rather than understanding existing American institutions and their historical development. Rugg’s materials employed sophisticated propaganda techniques, systematically undermining student confidence in American economic and political systems while promoting collectivism.
The progressive approach to curriculum design followed a four-step process of indoctrination. First, students learned that change was constant and inevitable, particularly in governmental and social organizations. Second, they encountered extensive evidence of American society’s failures and inadequacies. Third, the curriculum systematically challenged traditional narratives about American founding principles and historical figures, presenting them as self-interested rather than idealistic. Finally, students received instruction in collectivist planning and social reconstruction as inevitable future developments.
Rudd documents extensive evidence of declining academic performance resulting from these curricular changes. Employers reported that recent high school graduates lacked basic literacy and numeracy skills that had been routine expectations for earlier generations. Military personnel observed that many recruits struggled to perform simple mathematical calculations necessary for navigation and other essential tasks. The emphasis on social adjustment and emotional development came at the expense of fundamental academic competencies.
The transformation of reading instruction exemplified these broader problems. Traditional phonetic methods, which had successfully taught literacy for centuries, were abandoned in favor of “whole word” or “look-say” approaches that required students to memorize entire words rather than understanding the relationship between letters and sounds. This resulted in widespread reading difficulties and spelling problems that persisted into adulthood. (See Fun With Dick and Jane for a comprehensive treatment of this.)
Discipline, Character Formation, and Behavioral Theory
Progressive educational theory’s approach to discipline and character development was more value destruction. Drawing from Herbert Spencer’s naturalistic theories and later behaviorist psychology, progressive educators advocated for “natural consequences” rather than adult-imposed discipline. Students were expected to learn appropriate behavior through direct experience of pleasant and unpleasant outcomes rather than through moral instruction or adult guidance.
This reflected the progressive movement’s disagreement with traditional moral and religious teachings. Progressive educators claimed conventional character education was indoctrination that inhibited students’ natural development and creativity. They advanced “value-neutral” educational environments where students could develop ethical frameworks through experience and reflection.
This approach to discipline was both impractical and harmful. Children could not safely learn all important lessons through direct experience because the consequences of certain behaviors were too severe for experiential learning. Moreover, the naturalistic approach failed to develop the sense of duty, sacrifice, and service to others that traditional character education cultivated. Instead, it produced people motivated primarily by self-interest and immediate gratification.
The behaviorist influence in progressive education, particularly through the work of Edward Thorndike and later B.F. Skinner introduced systematic conditioning techniques into classroom management. Teachers were trained to reinforce desired behaviors through rewards and eliminate unwanted behaviors by withdrawing positive reinforcement. This treated students essentially as sophisticated animals responding to environmental stimuli rather than as rational beings capable of moral reasoning and self-discipline.
Rudd contends that these conditioning techniques, while potentially effective for training animals, were inadequate for developing human character. The system trained students to expect external rewards for appropriate behavior rather than internalizing principles of right and wrong. Students conditioned through behaviorist methods often struggled to function effectively when external reinforcement systems were absent. They lacked the internal motivation and moral compass that traditional character education develops.
International Perspectives and Historical Precedents
Rudd analyzed the Soviet Union’s experience with progressive educational methods. Following the Bolshevik Revolution, Soviet educators imported American progressive education theories almost wholesale, viewing them as tools for eliminating traditional family structures, religious beliefs, and bourgeois values. Lenin and his henchmen saw progressive education as a means of creating new Soviet citizens unconstrained by pre-revolutionary cultural attachments.
The Soviet experiment with progressive education was disastrous. By 1920, Russian educators saw widespread chaos in schools where traditional discipline and systematic instruction had been abandoned. Students emerged from the progressive system unable to read, write, or perform basic mathematical calculations. More troubling still, many young people developed no loyalty to family, country, or any moral principles, becoming essentially rootless individuals unsuitable for productive participation in organized society.
Soviet authorities recognized the failure of progressive methods and officially abandoned them in 1932. Government directives explicitly called for the restoration of discipline, systematic instruction, and teacher authority. The Soviet experience demonstrated that progressive educational theories were impractical when implemented over extended periods.
This international precedent provided American critics of progressive education with powerful evidence about the likely consequences of continued reform along progressive lines. While American progressive educators continued advocating for methods that the Soviet Union had already tested and rejected, American students were experiencing declining academic performance and behavioral problems similar to those that had prompted Soviet policy reversals.
Institutional Influences and Financial Support
Rudd’s investigation revealed financial support for progressive educational initiatives from major American foundations, particularly the Rockefeller and Carnegie foundations. These tax-exempt institutions provided millions of dollars to promote progressive educational research, teacher training, and curriculum development. The financial resources available to progressive educators vastly exceeded those supporting traditional academic approaches.
This foundation funding enabled the establishment of progressive teacher training programs at major universities, particularly Teachers College at Columbia University. These institutions became centers for developing and disseminating progressive educational theories, training thousands of teachers and administrators who carried progressive methods into school systems throughout the country. This concentration of resources behind progressive education created a self-reinforcing system where educational professionals advanced their careers by embracing reform initiatives.
The influence of these foundations extended beyond direct financial support, encompassing research projects, publications, and professional conferences that significantly shaped educational discourse. Progressive educators gained access to prestigious platforms for presenting their ideas, while traditional educators found fewer opportunities for articulating alternative perspectives. This imbalance contributed to the perception that progressive methods represented inevitable modernization rather than contested educational philosophy.
Foundation support also enabled progressive educators to weather criticism from parents, employers, and community members who observed a decline in academic performance. When local communities attempted to restore traditional educational methods, progressive educators could draw upon extensive networks of professional support and financial resources to resist these efforts. The result was often prolonged conflict between academic professionals and the communities they served.
The Essentialist Alternative and Restoration Principles
In response to progressive educational theories and their practical consequences, Essentialist educators articulated a comprehensive alternative vision for American schooling. They emphasized intellectual development over social programming, academic rigor over student comfort, and cultural acquisition over propaganda. Essentialists argued that effective education required systematic instruction in fundamental disciplines, clear behavioral expectations, and respect for accumulated human knowledge and wisdom.
The Essentialist program advocated for the restoration of traditional subject-matter divisions, particularly the teaching of history, geography, and civics as separate disciplines rather than integrated social studies. They insisted on phonetic reading instruction from the earliest grades, systematic mathematics education on computational skills and practical applications rather than abstract concepts unsuitable for young learners, and extensive practice in written composition, with systematic attention to spelling and grammar. History instruction should present American achievements and ideals alongside acknowledgment of historical problems and failures.
Essentialists favored traditional classroom organization, characterized by clear teacher authority, regular homework assignments, and academic promotion based on demonstrated competency rather than social considerations.
Character education occupied a central place in Essentialist thinking. Rather than relying on natural consequences or behaviorist conditioning, Essentialists advocated for explicit moral instruction based on principles drawn from religious traditions and philosophical reflection. They argued that human beings required guidance in developing ethical frameworks and that leaving moral development to chance or experience produced individuals unprepared for the responsibilities of citizenship and family life.
Essentialists also emphasized the importance of local community control over educational policies and practices. They argued that schools should reflect the values and expectations of the families and communities they served rather than implementing educational theories developed by distant professionals. Parents should possess both the right and the responsibility to evaluate and criticize educational practices that affect their children.
Conclusion
Rudd’s analysis presents progressive education as an attempt to reform American schooling that resulted in academic and social deterioration. His critique suggests that progressive theories failed to account for fundamental aspects of human nature and learning processes. The emphasis on experience over instruction, emotion over intellect, and social reconstruction over cultural transmission produced graduates inadequately prepared for life’s tasks.
The work argues that effective education requires recognition of certain permanent principles about human development, learning, and social organization. Children do best with systematic instruction by knowledgeable adults rather than undirected exploration of their environment. Academic disciplines possess valuable internal logic and structure. Character development requires moral instruction rather than reliance on natural processes or environmental conditioning.
Progressive education’s emphasis on social reconstruction, rather than learning about culture, disconnected American students from their historical inheritance and the intellectual resources necessary for maintaining democratic institutions. The Soviet experience demonstrated that educational theories promoting radical social change produced social instability and individual confusion.
Rudd’s Essentialist alternative was an attempt to preserve educational practices that had demonstrated effectiveness over extended periods while remaining open to genuine improvements in teaching methods and school organization. The goal was to distinguish between innovations that enhanced the fundamental purposes of education and those that undermined them.
References
Rudd, Augustin G. Bending the Twig: The Revolution in Education and Its Effect on Our Children. New York: New York Chapter, Sons of the American Revolution, 1957.
Dewey, John. The School and Society. Chicago: University of Chicago Press, 1900.
Dewey, John. Democracy and Education. New York: Macmillan, 1916.
Rugg, Harold. The Great Technology. New York: John Day, 1933.
Rugg, Harold. Building a Science of Society for the Schools. Chicago: University of Chicago Press, 1934.
Kirk, Russell. A Program for Conservatives. Chicago: Henry Regnery, 1954.
Demiashkevich, Michael. An Introduction to the Philosophy of Education. New York: American Book Company, 1935.
Hearnshaw, F.J.C. A Survey of Socialism. London: Macmillan, 1929.
McCluskey, Neil G. “Progressive Education: A Critical Analysis.” America, December 1, 1956.
Almack, John C. “Educational Philosophy and Practice.” San Francisco Examiner, October 13, 1942.
Lauchner, A.H. “How Can the Junior High School Curriculum Be Improved?” Bulletin of the National Association of Secondary School Principals, 1951.
Conclusions and synthesis
For nearly a century, the US education system has been devolving into a nightmare. Useful idiots play a role, while intelligent people with no moral compass facilitate the decline. However, it is the Cabal that keeps the pressure going and the money flowing. Our only hope is to spread the truth and homeschool those we can.
A while ago, I ran across this exchange from two nuns discussing their approach to a classical education. Not only is it strange to see young women discussing classical education, but to do it with the full habit is fascinating. They offer online enrollment as well. https://youtu.be/8OuskX3VCGc?si=8AF5B1F2l_vKHlgI. An important name missing from this excellent summary is the name of Brazilian Paulo Freire with his work, the ‘Pedagogy of the Oppressed.’ While his work was understandable, coming from the harsh conditions of the poor of Brazil, its Marxist’s roots mean its implementation will lead to only more despair -like the forbidden fruit in the Garden of Eden. Of course, early US educators thought it was a brilliant idea to incorporate his work into our curriculum. As a result, we have kids who know they are oppressed but cannot read nor do math.
I wouldn’t let any kids anywhere near nuns/priests/jesuits. I’m sure many of them are very well meaning; but too many of them are monsters.
Try being a Jehovah’s Witness in their schools. My, was I hated!
I pulled my son from a high functioning grade school because the teacher for gifted kids was a complete B despising quiet kids. Fast forward and the school now touts pride flag colors and hosts drag queen parades. The small Catholic grade school I put him in was strict. It was tough for my kid coming from a hippie school, but he came to enjoy it. The kids became very close. The biggest benefit was the diversity of students. They came from all parts of the world and most were not Catholic.
I agree… Catholic schools evolved to embrace a more diverse student body when they realized their survival depended on it, but it doesnt mean there is genuine love for all students there. Same experience with terrible public schools with my son, as you.
After the Dobbs decision was handed down, a prestigious Christian school had their kids go out in protest. It was macabre. Even though the public schools didn’t go that far. See beautiful old protestant Churches flying pride flags reminds me of a dying restaurant chain chasing after every new fad.
If they are all you have, they are far more reliable than public schools.
Great resource. Thank you.
Actually itu2019s the Jesuits that have destroyed our schools. They work behind many titles such as ; the cabal, CIA , Illuminati etc. Education & religion is their goal.
Actually they have hated & vowed to take down our Constitution!
Correct!!! They are the evil which has devoured the whole world and they have taken power of the seat of the papacy as well. They have existed to bring back the papacy to rule over the whole world…the Antichrist. They are responsible for almost all wars and communism etc. Not many know this yet but every once in a while I am glad to see someone who does.
So happy to find someone that can see beyond the veil
Yes!!!! It is always nice to know some understand.
And the sky is blue.
The only friend with school age children I know is homeschooling. Her kids are smart and healthy. I just read yesterday that in Georgia they are starting to teach children to write again! Years ago my late friend, an avid letter writer, laughingly told me we did not need a secret language, since no one could read cursive anymore.
Yes and we are forgetting how to spell and how to read maps, too. Soon autonomous vehicles will mean we no longer need to know how to drive. And so it goes on. Before long, we will be reduced to human battery hens, harvested for our energy (and our flesh?).
this makes me think of a truck driver I once knew. This is before the cellphones and GSM. He had the map upside down… thankfully I learned in school how to read a map or we would have driven off the earth LOL. I still learned how to drive a car with gears, in Europe those are standard, whereas here in the US automatic is the standard. I notice both in Dutch and English, how often people misspell words. Sad isn’t it?
Yes, people talk about “progress” and evolution; but it seems to me that we are going backwards and have been for a very long time 🙁
We flock to innovations like cell phones and AI for the ease and convenience they offer, apparently not seeing the extent to which our very humanity is being undermined and subverted.
AI foments brain rot evidently. HS and college kids will only develop in spite of it.
I think this is the opinion of someone without AI experience.
Not my opinion Dr. but as an educator and parent I can see people of all ages using it to disadvantage. Typing has taken the place of cursive. Calculators have taken the place of mental math. Phones have taken the place of healthy social interactions. A broad brush I agree but nonetheless a two edged sword.
The news is not all bad and the efficiency gained from out machines is phenomenal.
I don’t disagree; but the price we are paying in terms of our self-reliance as a species is big. I think it’s really unhealthy.
How do we stop having our taxes taken for education? I’ve homeschooled all my kids the whole way through paying for everything. It’s hard paying 4k a year for taxes when I could really use that for my own expenses
If they can’t harvest you……
It’s even worse if you have no children! I’ve never bought the logic of public education, paid for with tax revenue. Let me get this straight: I pay for your kids to be educated. They graduate, and are unable to even make change without a computerized cash register to figure it out for them. By the way, our property taxes in NYS (2010) were in excess of $8K/year. This was a formerly rural area evolving into suburbia (with all its pretensions). We moved to a Southern state where one can live on about 55% of what it takes in the Northeast. I hope to throw off this mortal coil before it, too, becomes unaffordable.
Sorry I can’t hear what the speaker is saying, audio keeps cutting out.
use the youtube below
John Taylor Gatto wrote about this too
https://www.youtube.com/playlist?list=PL463AA90FD04EC7A2
Government…hating its citizens. In full view. I know a few parents that have home schooled with no problems. If I had it to do over, I would go this route.
I echo your sentiment.
This post offers an intriguing answer to what has happened to our educational system. It appears to have been a hotbed of reforms and subversion for decades, as the increasingly lower scores on reading and math tests from one generation to the next attest.
Another key book written by, who else, an award winning teacher, documents in detail the processes of subversion and dumbing down that have been in progress. In fact, if I am not mistaken, the author of this book was the inventor to the term “Dumbing Down”. The book is : “The Underground History of American Education” by John Taylor Gatto, and it is must reading, exactly along the lines of what was discussed in this substack post. Explicit answers can be found there, offered by a dedicated teacher who decided to find out who was sabotaging our education and for whose benefit.
Thank you, for the details here about the late John Gatto, who was one of the heroes who taught in New York City schools, and he documented his experiences and perspectives as an award winning, highly acclaimed teacher, who became disgusted with “the system” of the educational “dumbing down” of young people in American public schools.
He also wrote Weapons of Mass Instruction, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. When my children were in school, I discovered that there were high school students who were illiterate so I began to teach reading at my kitchen table. We began with second grade material as the students were that far behind. The principal of the school knew that the children could not read as I was that annoying person who paid a visit to his office to discuss the matter. I went to the superintendent as well. I was shocked that no one really cared so it was a relief to discover Mr. Gattou2019s books.
As you have probably already discovered from Gatto’s books, the root of the problem is a group of “Foundations” and intellectuals supporting theories which have more to do with the creation of docile and unquestioning “eloi” than with the education of intelligent citizens ready to understand debate essential issues. These same “Foundations” and intellectuals of a kindred mentality have also created and infested our news with delusions of a climate “crisis” and have sabotaged our medical systems and public health with government agencies in league with Big Pharma and Big Vax. The time has come for a full congressional infestigation (sic !!) of the “Foundations” and colleges, research centers, “scientific” journals, taxpayer funded government agencies, organizations, ad hoc “committees”…etc.. which are dug into our public health, education and political systems like a Tic whose causative toxicity may be called “Lie’em” disease, every bit as dangerous to society, if not more so, than Lyme disease is to an individual.
Thanks for your individual efforts to alleviate the illiteracy problem.
There will be little or no help from the school administration. In order to have those jobs and keep their careers, they had to make themselves become willing cogs in the machine. That is not excusing their inaction but their reticence is understandable.
The colleges and research centers were once my clients. Most of the big and supposedly important ones in America, anyway. I am doubtful that any u2018infestigationu2019 will occur as a result of having been directly involved myself. There is so much money and ego involved, it was mind-blowing. u2018Points for coming up with u2018infestigationu2019, though. Very clever. I have opted out and am more interested in building parallel systems. I am at the point that I cannot be any part of killing or altering any living thing. I simply cannot.
Excellent article and overview. The “cabal” you mention must be identified and it is easily identified in history and in the bible prophecies as the Roman Catholic Church and the seat of the papacy which is controlled by the ever evil jesuits which were formed as a society by Ignatius Loyola in 1540 as the defenders of the papacy. They have been trying to control and devour the whole world [in the words of Daniel7] for centuries, hoping to regain their power as it was during the long and cruel Dark Ages [1260years] when they ruled with no opposition. Imagine the infiltration possible by centuries of time and the ignorance of history that people seem to possess now. Start with the history of the Protestant Reformation by Merle D”Aubigne and/or JA Wylie. Read PD Stuart’s book, Codeword Barbelon, volume 1 and 2. Complete history of the so-called cabal. It is hard to find sometimes and can be expensive but it is entirely worth it.
As a Catholic, this is laughable. The Catholic Church is the least threat today…most ineffective organization, can’t control its own, let alone anyone else. we have bigger issues to look at.
If you find Catholicism laughable, then why aren’t you looking for the truth?
I never said Catholicism was laughable. It is the Truth.
the center of the Cabal seems to be bankers, and they have stolen roughly half of all assets so far
And those bankers are working for the vatican/jesuits. I have done my homework on this particular subject of history and bible prophecy. Co-adjutors, those who help the cause with their aid to the jesuits, are everywhere. I suggest you read the PD Stuart books, both volumes, all footnoted. The bible completely exposes this info concerning the RCC/papacy in Revelation 17 and 18.
LOve your substack and info always.
Right on. They were the first roots of false religion integrating pagan beliefs and rituals as central to their “religion” and birthing numerous sects from there. Anyone doing objective research on the topic will readily uncover this for themselves.
I was not able to read this posting but I will later today. I started listening to Charlotte Iserbyt on Dr. Stan Monteith’s shows in the early 2000s. (Back then I did not know much about anything. I liked Charlotte because she was a Catholic and she had a dachshund.)
Today I responded to a posting of A Midwestern Doctor
The Hidden Tragedy of Neurological Vaccine Injuries
[email protected]
https://www.midwesterndoctor.com/p/the-forgotten-tragedy-of-neurological/comments
Here is my comment there.
Jeannon Kralj
Dachsieu2019s Substack
19m
Thank you for having a love of the truth.
I see that you are saying that ALL vaccines of any kind have a documented but suppressed history of causing neurological injury.
I am praying for you and for current HHS Secretary Kennedy. I note that Mr. Kennedy has allowed the FDA to official approved
May 31, 2025. mNEXSPIKE becomes Moderna’s third FDA-approved product.
It is cruel joke that the words “safe” and “effective” can be used in the same breath with the word “vaccine.”
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Reply
no vaccine has ever undergone randomized controlled trials, which means that like psych drugs, they are fraudulent
I think a large part of the fraud is due to the racketeering cabal who have taken over our government and many of its leaders. I used to think it was due to bribery and kickbacks, but now I think it is more like blackmail and extortion. In other words some of our leaders who wanted to do the right thing are now not acting under their free will.
As a boomer in public schools in San Francisco from the mid-1950u2019s to late 1960u2019s I feel we received good foundational skills, reading, writing and arithmetic through the 6th grade, but the junior high curriculum was beginning to lean toward the social studies style approach to history and geography and most of us found it unbelievably boring, yet math and English classes plus foreign languages were excellent. JFK was assassinated when I was in 7th grade, I stayed up all night at age 9 to watch the election returns. My father, b. 1911, looked over our textbooks and pronounced them as garbage particularly lacking history and geography. He graduated high school at 18 in 1929 and was incredibly well read.
I qualified to attend an all academic PUBLIC high school, the famed Lowell H.S., with excellent competitive students and top teachers, advanced placement classes and over 95% aiming for entering 4 year universities. Civics and history were separate subjects and I still remember the classroom debates in Civics of the great issues of the day in the turmoil of the 1960u2019s and the rising anger over the draft of 18 year olds with no vote. We had mandatory Advanced Composition classes for senior year, writing longer term papers and learning to do the research needed in our future college years.
We students were engaged, read newspapers daily, and cried when Robert F. Kennedy and Martin Luther King were assassinated. It felt like our true chosen leaders were deliberately destroyed by powerful interests, as Bobby was killed right after winning the California primary for President. We went to bed thrilled that he won, and woke up to newspapers that he was assassinated that night.
Many students joined the massive March against the u2018undeclaredu2019 Vietnam War, Spring mobilization 1967 (also held in NYC) and met people of all age and from all walks of life March for an end to the war and the start of the massive peace movement.
San Francisco converted Lowell into a regular High School in the last few years, because it is DISCRIMINATORY to Require high grades in junior high and an entrance exam for a public high school!! Meritocracy is no longer allowed for those who cannot PAY for excellent private schools. Very sad…most Lowell grads felt that the work we did at Lowell was harder than any of the colleges we attended (including UC Berkeley). We were well prepared for college and for life.
I’m in the same age group and I hated school from elementary through med school. It was designed to bore us.
Really true .
The late educator and author, John Gatto, is also someone to admire, and read, in relation to his knowledge, based on experience, as a NYC, widely acclaimed and awarded, teacher, who documented his perspectives about the “dumbing down” of American students in the educational system of public schools of the late 20th Century.
There is another option, besides homeschooling, if you are believer in Jesus – Classical Christian schools. My elementary aged school children attend a Pre-K through Grade 12 school, accredited by ACCS. No govt garbage, no tech; an education model rooted in Biblical truth, the classics, and the time-tested model of education. Plus they learn cursive from day 1 (pre-K). https://classicalchristian.org/what-is-ice/
If we couldnu2019t attend a Classical Christian school for any reason, tuition or lack of one in our area, I would homeschool (though it would be a challenge as a mom with a chronic illness). I will do whatever possible to never subject my kids to the mind-poisoning of current public, charter or secular private schools, or even some other private u201Creligiousu201D schools.
While it may be true, the other side will always seek to infiltrate what is good. Stay vigilant.
“The other side will always seek to infiltrate what is good.” Spot On. The playbook of the powers that shouldn’t be seems to be Sun Tzu’s ‘The Art of War’. Those damned bored Generals, financed by those who gain from stoking wars, will wage war wherever they can. It is a pity the Emperor didn’t behead the General after the General beheaded the Emperor’s favourite concubine.
I agree. We are and will remain vigilant – I am very involved, including often present, in my childrenu2019s school. For now, I am grateful.
I worked for one and they required vaccination for the students. I also noticed quite a few teachers literally glued to their cell phones when they were supposed to be watching the children. I found one young student alone by the dumpsters outside. I think it is better to watch our own children these days.
Just because the students are not using tech definitely does not mean that the teachers at private Christian schools are not using their own tech. Learned that one the hard way.
I would also add that when the physical fitness teacher looked like he ate several children on the way into work, thatu2019s a problem. I knew when I was there that there were no actually fit teachers to protect the children from the drug addicts that were coming around. And there were a plethora. I also do not know how one can set an example for u201Cself-controlu201D when one looks like the Stay Puffed Marshmallow Man. I was told that u201Csecurity camerasu201D would protect the children. Oh, really? Then how did I find one alone by the dumpsters? It really is not an awesome time to relegate the responsibility of monitoring oneu2019s children to outside sources. Just saying.
Exactly correct !
This is being discussed in NZ politics at the moment. Our govt have put a focus on reading and mathematics and have instructed schools to stop teaching irrelevant things like gender ideology as the state of reading and maths among students has been failing fast. NZ school principals have banded together to fight the govt on this and have suggested they will take it to court. It seems strange that itu2019s the principals pushing the dumbing down of society in NZ and the govt is trying to reverse it. I suspect the right wing govt we have now, can see the consequences of this dumbing down and where itu2019s leading to, which is a country with even higher internal conflict and crime.
From Canada I have watched NZ and believed they were as bad as Canada or worse. You have given me hope.
Iu2019m not crossing my fingers yet, it could all be smoke an mirrors. But itu2019s politicians Winston Peters who has been pushing the anti transgender ideology as indoctrination and trying to rid it from the country. The coalition heu2019s in do seem to be on the same page for now
It may be too late. Too many of the parenting population today are too far gone to even understand these brilliant summaries. We are now in a time for prayer.
We only lose when we give up.
Child Deaths Will Rise if Funding for Gavi Lifesaving Vaccine Program Falters
Media contact
Phone:
206-709-3400
Mail:
[email protected]
Amid historic foreign aid cuts, Bill Gates urges wealthy nations to invest in Gavi, the Vaccine Alliance, which provides lifesaving vaccines to more than half of the worldu2019s children
SEATTLE (June 24, 2025) u2013 The Gates Foundation today announced a commitment of US$1.6 billion over the next five years to support Gavi, the Vaccine Allianceu2014one of the most effective mechanisms for delivering lifesaving vaccines to children and preventing disease in the worldu2019s most vulnerable communities.
u201CFor the first time in decades, the number of kids dying around the world will likely go up this year instead of down because of massive cuts to foreign aid. That is a tragedy,u201D warned Bill Gates, chair of the Gates Foundation. u201CFully funding Gavi is the single most powerful step we can take to stop it.u201D
The foundationu2019s renewed support comes amid a global crisis. International development programs have been severely impacted by declining budgets and shifting political priorities. After years of stagnation, foreign assistance plummeted this year, putting at risk the hard-won progress in child survival and public health made over the last 25 years.
u201CThe legacy of our generation cannot be that we looked away as millions of poor children died of preventable causes,u201D said Gates. u201CThe world now has affordable, effective, proven tools that save lives. Wealthy nations should fully fund Gavi and the Global Fund, the organizations created to get those products to the people who need them.u201D
The announcement precedes the Global Summit: Health & Prosperity through Immunisation, a pledging event for Gavi taking place on June 25 in Brussels, co-hosted by the European Union and the Gates Foundation. At the summit, Gates will join global leaders, many of whom are expected to announce new commitments to Gaviu2019s mission.
Early donor pledges to Gavi reflect broad support for immunization as a high-impact investment, as well as confidence in multilateral collaboration to accelerate progress on global health.
A Track Record of Impactu2014and an Urgent Road Ahead
Since its launch 25 years ago, with initial support from the Gates Foundation and a group of founding partners, Gavi has helped cut child mortality in half. It has vaccinated more than 1.1 billion children across 78 low-income countries, preventing nearly 19 million deaths from diseases like measles, pneumonia, and diarrhea.
Despite that progress, one in five children still lack access to essential vaccines, and outbreaks of preventable diseasesu2014including measles and meningitisu2014are increasing, threatening to reverse decades of gains.
Gaviu2019s co-financing model emphasizes country ownership and long-term sustainability. As partner countriesu2019 economies grow, they contribute more to their vaccine programs and eventually transition to self-financing. Since 2000, 19 countries have successfully graduated from Gavi support.
u201CGaviu2019s model is unique in how it supports countries to build strong, self-sustaining immunization systems,u201D said Budi Gunadi Sadikin, minister of health, Indonesia. u201CIndonesiau2019s journey from a Gavi-supported country to a donor is a testament to whatu2019s possible through true partnership.u201D
Foundation Support for a Stronger, Healthier Future
Since 2000, the Gates Foundation has committed more than US$30.6 billion to advance vaccinesu2014investing in their discovery, development, and distribution. Of this, US$7.7 billion has been directed to Gavi, making it the foundationu2019s largest grantee.
Todayu2019s renewed commitment to Gavi comes on the heels of the foundationu2019s 25th anniversary announcement that it will spend $200 billion over the next 20 years to accelerate its mission to help all people live healthy, productive lives. During this time, the foundation will work together with its partners to make as much progress as possible towards three primary goals:
Ending preventable deaths of mothers and babies
Preventing deadly infectious diseases in the next generation
Lifting millions out of poverty by expanding opportunities
Additional areas of focus for the foundationu2019s work continue to be helping U.S. students have pathways to opportunity; strengthening digital public infrastructure; applying new uses of artificial intelligence in health, education, and agriculture; and advancing gender equality to help women access education, health care, and financial services.
About the Gates Foundation
Guided by the belief that every life has equal value, the Gates Foundation works to help all people lead healthy, productive lives. In developing countries, we work with partners to create impactful solutions so that people can take charge of their futures and achieve their full potential. In the United States, we aim to ensure that everyoneu2014especially those with the fewest resourcesu2014has access to the opportunities needed to succeed in school and life. Based in Seattle, Washington, the foundation is led by CEO Mark Suzman, under the direction of Bill Gates and our governing board.
Gates Foundation
Me: I don’t trust vaccines which so far have been proven to cure nothing and I trust Bill Gates, the computer nerd, with zero medical background, even less.
And Adults won’t get away not vaccinated, either: Washington Post Reports on u2018Plan to Vaccinate All Americans, Despite RFK Jr.u2019
Vaccine makers, pharmacists, professional medical societies and others opposed to recent changes in vaccine policy are banding together to create their own system for recommending and purchasing vaccines in a move designed to bypass government health agenciesu2019 recommendations, The Washington Post reported.
by Brenda Baletti, Ph.D.
June 24, 2025
Vaccine makers, pharmacists, professional medical societies and others opposed to recent changes in vaccine policy are banding together to create their own system for recommending and purchasing vaccines in a move designed to bypass government health agenciesu2019 recommendations, The Washington Post reported.
Members of the new group, all of whom profit from the vaccine industry, along with some state health officials and a u201Cnew advocacy group,u201D are strategizing ways to preserve the vaccine status quo under U.S. Health and Human Services (HHS) Secretary Robert F. Kennedy Jr.
The anonymous group, which hopes to create u201Ca nongovernmental vaccine systemu201D for vaccine recommendations and purchasing, according to the Post, is engaged in a series of discussions.
Topics include ordering vaccines directly from manufacturers and prioritizing recommendations from medical associations rather than from the Advisory Committee on Immunization Practices (ACIP), which makes vaccine recommendations to the Centers for Disease Control and Prevention (CDC).
The move comes as Kennedy dismissed all of ACIPu2019s sitting committee members earlier this month due to concerns over conflicts of interest in the committee. He filled eight of the 17 committee seats a few days later.
Commenting on industry insidersu2019 efforts to create a new commission, research scientist James Lyons-Weiler, Ph.D., told The Defender:
u201CThey want to create and lend authority to a corporation-backed, corporation-friendly committee to replace the one that was just disbanded. These moves would represent replacing the facade of regulating vaccines by a government agency with overt industry self-governance and regulation.u201D
The Post called the move by the unspecified group of actors u201Cextraordinary,u201D but conceded that it u201Cfaces major challenges.u201D
For example, insurance companies typically donu2019t cover shots that arenu2019t recommended by ACIP. An ACIP recommendation is also the basis on which the federal Vaccines for Children Program pays for vaccines for minors whose families canu2019t afford them. That program covers vaccine costs for about half of U.S. children.
Also, in many states, pharmacistsu2019 ability to prescribe or administer vaccines is tied to the adult and child immunization schedules recommended by ACIP. And state laws for school vaccine requirements, as well as requirements for healthcare workers, are typically tied to ACIP recommendations.
Another problem, according to the Post, is that u201Cpotential competing recommendations could sow confusion among doctors as well as patients if it becomes unclear which recommendations to follow.u201D
Lyons-Weiler said physicians should be wary of any recommendations coming from the nongovernmental group, especially because participating in federal programs while failing to comply with ACIP regulations could violate statutes.
u201CThe dismissed ACIP committee members can form whatever opinion group they want, but physicians follow their recommendations over the rules and regulations of the HHS at their own peril,u201D he said.
In a recent article, Lyons-Weiler said calls to ignore recommendations from the new ACIP committee are largely circulated by the former ACIP members who were dismissed because of their ties to Big Pharma.
Former Merck consultant and dismissed ACIP member Dr. Helen Chu was quoted in a recent op-ed in MedPage Today as calling on physicians to u201Cturn awayu201D from ACIPu2019s vaccine recommendations. She received thousands of dollars from Merck in the year before her ACIP appointment.
Merck is the manufacturer of multiple major childhood vaccines, including the Gardasil HPV vaccine; the MMRII for measles, mumps and rubella; a chicken pox vaccine and several others.
u201CUndermining ACIP in favor of non-statutory organizations may represent a breach of federal compliance by physicians and healthcare institutions receiving federal funds,u201D Lyons-Weiler wrote. Chu should be well aware of that fact, he added.
Initiative pushes Pharma-linked medical associations to make recommendations
According to the Post, the groupu2019s discussions are being facilitated by the u201CVaccine Integrity Project,u201D a new initiative at the University of Minnesota, which includes u201Cvaccine manufacturers, health insurers and medical associations.u201D The group is funded by iAlumbra, a nonprofit founded by Walmart heiress and billionaire philanthropist Christy Walton, known for her anti-Trump advocacy.
Former U.S. Food and Drug Administration (FDA) Commissioner Margaret Hamburg and Dr. Harvey Fineberg, former president of the Institute of Medicine and current president of the Gordon and Betty Moore Foundation, co-chair an eight-member steering committee leading the initiative.
In an op-ed published in STAT News, Hamburg and Fineberg said the project will use u201Cthe best available evidenceu201D to u201Csafeguard vaccine policy, information and utilization.u201D
When the group was launched, Michael Osterholm, Ph.D., a member of the COVID-19 Advisory Board under the Biden administration, said it was not intended to serve as a shadow or parallel version of the ACIP.
However, according to todayu2019s report from the Post, that intention appears to have changed.
Dr. Anne Zink, member of the Vaccine Integrity Project, told the Post that having each state set its own recommendations is u201Cnot idealu201D and that instead, the major medical associations should make recommendations.
Medical associations participating in the Vaccine Integrity Project talks include the American Academy of Pediatrics (AAP), the American Academy of Family Physicians, the American College of Physicians, the American Pharmacists Association, and the National Foundation for Infectious Diseases, the Post reported.
In her op-ed, Chu also named the American College of Obstetricians and Gynecologists (ACOG) as a key group advising alternative vaccination policy.
Lyons-Weiler noted that AAP has received millions of dollars in grants from Merck, Sanofi and Pfizer, and that ACOG has endorsed products from its sponsors without conducting any independent review.
ACOG also took $11 million from the CDC to push the COVID-19 vaccines on pregnant women.
HHS spokesperson Andrew Nixon said the agency and CDC u201Cremain committed to ensuring that vaccine guidance is rigorous, independent, and truly in service to the health of the American people u2014 not corporate interests.u201D
The Post reported that Nixon also called one of the new coalitionu2019s leading organizations u201Ca self-appointed echo chamber masquerading as oversight.u201D
Under Kennedy, the CDC has changed its guidance on COVID-19 vaccines for pregnant women from recommended to u201Cno guidance.u201D
One member of the Vaccine Integrity Project, Asa Hutchinson, former Republican governor of Arkansas, noted that beyond changes to COVID-19 vaccine recommendations, no other changes have been made to vaccine policy since Kennedy took office.
In the upcoming meeting this week, ACIP is set to vote on RSV (respiratory syncytial virus) immunization recommendations for pregnant mothers, babies and young children.
The committee will also vote on the mercury-containing flu vaccine, and will discuss but not vote on other vaccines, including COVID-19, chikungunya, anthrax and MMRV (measles, mumps, rubella, varicella).
Brenda Baletti, Ph.D., is a senior reporter for The Defender
Me: Why kill the Goose which lays the Golden Vaccines Egg?
In other words, Big Pharma is going to use all of its Chemist Shops and other Commercial interests, to continue pushing their vaccines into everyone, because they can (just the same as they sell colored chalk tablets as miracle cures) and I fear it is every person for themselves, just as it always has been and nothing much will, vaccines wise, otherwise change, with Bill Gates wanting to vaccinate all of your kids under his Gavi, too.
Our family homeschooled five kids. Number 1 graduated college with a 4.0. Number 2 graduated college with a 4.0, was a national merit finalist, and is in medical school. Number 3 is in college now, studying engineering. Number 4 is in college now, studying engineering. Number 5 is still in high school but is taking college classes at a local community college. Our family sacrificed a lot of income so my wife could spend the time, but it’s been worth it in so many ways. You don’t have to be a rocket scientist to homeschool your kids. You can buy complete curriculum packages off the shelf if you want. The biggest question we get is about “socialization,” and we always laugh at that. Our kids are all very social and have friend networks, play on homeschool sports teams, participate in choir and drama events, do Scouting, etc. I was skeptical when my wife first told me that she wanted to homeschool our oldest. It was right before kindergarten and my thought was, “OK, what’s the worst that can happen? Maybe she doesn’t learn to finger paint.” It’s been nothing but upside and the freedom is huge. But it is a time commitment. The rewards are pretty limitless, though.
Hey David, maybe give your wife a little more credit than not being a “rocket scientist.” Homeschooling takes incredible patience in addition to intelligence and skill as an instructor.
To be clear, my wife is a rocket scientist, but thatu2019s not a requirement to be successful at homeschooling. You do need a ton of patience. Thatu2019s absolutely true. You also need to be organized and disciplined. My point in saying you donu2019t have to be a rocket scientist is that many people say, u201CI could never homeschool my kids, because I donu2019t have the credentials, I struggled at school, and I never went to college.u201D Weu2019ve been trained to think that only people with college degrees and government-approved teaching credentials can teach, and thatu2019s just not true. The statistics show that parents with no more than a high school education deliver better outcomes than professional public school teachers, on average. The key isnu2019t being highly educated. Itu2019s caring about your kids, making a plan for moving through the material, and sticking to that plan even when kids are pushing back. Nobody knows your kids better than you. And you can adapt your plans to the strengths and weaknesses of your kids. We had one who was a late reader. We just kept at it. Now heu2019s a strong reader and working on an engineering degree. In the public school, he would have been left behind.
Thats amazing. I love hearing about the success you’ve had raising successful, thriving children – now adults.
What about the Waldorf Schools? I don’t know much about them; but prima facie they look quite interesting? Anybody have any experience?
https://www.waldorfeducation.org/
Waldorf schools are wonderful – if you find the right one. My daughter attended one up until 8th grade and it was one of the best decisions I ever made. The families are encouraged (and even expected) to be heavily involved in every aspect of their schooling, which at times was taxing, but so incredibly rewarding. However, a couple years after we left, the school changed many of its core philosophies and began operating more like a public school. You definitely need to do your research on each individual Waldorf school and not assume that they are all equal.
Interesting – thank you.
https://www.grc.nasa.gov/WWW/K-12/p_test/1895_Eightgr_test.htm
Check out this 8th grade test from the 1895 and see what kids USED TO learn!
anyone know why, when I try to download the files Yoho made available, I get this instead of the book
:{“error”:”unable to find file, given fileKey”,”type”:”single”}
let me look
Watch it’s extremely interesting: https://www.youtube.com/playlist?list=PL463AA90FD04EC7A2
Watch it it’s very informative: https://www.youtube.com/playlist?list=PL463AA90FD04EC7A2
The destruction dates to the 1960u2019s: with removing PRAYER from classrooms, removing 10 commandments from schoolsu2014 ROE v WADE, fluoride in water to dumb us all down u2014
More like the 1920’s. Scopes Monkey Trial, 1925. When faith in God was put on trial, the role of schools. It was set up to be a spectacle. While the verdict upheld the ban on teaching evolution, God’s creation won that battle, the narrative of the spectacle that evolution really won the minds was released into the public ether, winning the minds of the next century.
We know God wins in the end. His time frame is eternity. This century in darkness away from his light could last another century, or a millennium. Really depends on us, how soon more of us reject the man-as-god atheists leading society and reclaim the helm of the ship of humanity.
Yes. uD83DuDC4F uD83DuDCAF
Yes.. Iu2019m trying to push bills banning the evil.. ban on forces vaxes, Nuremberg part2 , ban chem trails, etc but our state wont vote til Jan 2026.. any suggestions ? The powers that be are fast tracking their agenda.. RFK is preparing us for the mark u2014 saying we all will be wearing health bracelets ?!!! We are the 99% ; they are just 1%. Their dumbing us down and murder by design bioweapons are decreasing our numbers fastu2026 did you hear that Chinas population is now only estimated at 500 million? The research is on my Substacku2014( not written by me .. ) but by a brilliant researcheru2014
Pls subscribe to my free Substacku2014 so many brilliantly researched articles are in there u2014 including cures for spike protein and turbo cancer u2014
Iu2019m sure US population has decreased by at least 1/3 u2026 only God knows. Death among the very young is growing dramatically.
My 1-4 grades were taught by the School Sisters of Notre Dame. 5-6 grades by Sisters of Mercy. We learned phonics, how to write and cursive. Memorized multiplication tables, read aloud in class, read lots if book,etc. This was in the 1960s. Since I lived in the deep south most of the public education was also spared the communist propaganda that the northern schools experienced until the creation of the DoE. The Dept. of Education was always about socialization not education. My wife graduated from Education College with emphasis of 1-6 grade education. She also passed the NTE ( the national teachers indoctrination exam). We home schooled our children giving them a classical education which included much reading and writing. After the equivalent of a 6th grade education, my wife told me that I had to take over their math education. At that time I had a M.S. in Civil Engineering.
I began by looking through all the math education textbooks for 6-8 grades and found they taught the same math for 3 years with almost no new concepts introduced. How boring! No wonder children hate math. When it came to algebra I found that education lacking as well. Therefore, I taught them algebra and trigonometry from a college teachers edition textbook given to me by my calculus 1 professor. Most teacher of math do not know the history of algebra and advanced math (why is it useful) because they were not taught that in college. With calculus and differential equations, I learned the history and understanding of where algebra came from.
Most calculus and advanced math came from necessity and was “discovered” by engineers and scientist not math professors. I gave this knowledge to my children so that would understand the need to learn math and how to use logic. As and example read about Blaise Pascal.
Man is only a reed, the weakest in nature, but he is a thinking reed.
u2014u200ABlaise Pascal, Pensu00E9es, No. 200
My oldest became a chemical engineer and my youngest became a hair dresser (cosmetologist). So I claim success!.
FYI: The Eclectic Readers commonly, also known as the McGuffey Readers was the foundation of the 19th century education.
Be blessed.
As a teacher I noticed that questions on standardized tests examine attitudes more than knowledge.
Hey Robert – another suggestion for an interview. Dr. Bryan Ardis was one of the earliest doctors to catch on to the Covid lies, and had a tragic personal experience with the hospital death protocols. He has been on fire about holistic medicine ever since. His info about nicotine patches blew my mind and they have positive implications for Parkinson’s disease amongst many other things…well worth a look. Thanks again for all your work!!!!!! PS Dr. Ardis’ book is wonderful – “Covid-19 Lies – Restoring Health & Hope for Humanity.”
After the county school system had made a video of my mother teaching phonics and vowels for no instruction to other teachers , a short time later she spoke out at a board meeting against NEA . Saying what thought best for students. Later fired for lack of enough education. Broke her heart. Proud of her for being a pioneer against this stronghold of communist indoctrination.