“Public School True Believers With A Mission”
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One reason public schools get away with educational failure, year after year, is because they are run by school officials who passionately believe in what they are doing.

As the great English writer C. S. Lewis wrote, "Of all tyrannies, a tyranny sincerely exercised for the good of its victims may be the most oppressive.

Those who torment us for our own good will torment us without end, for they do so with the approval of their own conscience."

Public-school true believers often fall into this category - for over a hundred years, education "experts" have been tormenting our children with public schools, allegedly for the children's benefit.

Like all true believers, these people believe that they know what is best for our children and society, and seek to enforce their beliefs on parents.

From the 1850s to the 1920s, public-school activists such as Horace Mann and John Dewey worked to create a public-school system like the one they admired in Prussia (Germany). Mann and Dewey considered public education a religion, with a holy mission to mold children and society.

Simply teaching childrento read, write, and do math was too commonplace a goal forthem. Mann and Dewey wanted the schools to have total controlover children's lives. This meant removing parents' influenceover their children. Mann put it this way: "We who are engagedin the sacred cause of education are entitled to look upon allparents as having given hostages to our cause."

Dewey also had a utopian vision for America and he wanted thecommon schools to achieve his vision. To create a socialistAmerica, public schools had to mold generations of childreninto the habit of obedience.

In his Pedagogic Creed of 1897,Dewey wrote, "Every teacher should realize he is a socialservant set apart for the maintenance of the proper socialorder and the securing of the right social growth. . ."

By the early twentieth century, public schools had expandedtheir functions into areas undreamed of in the 1850s. Schoolstook on the role of social agencies, with nurses, socialcenters, playgrounds, school showers, kindergartens, and"Americanization" programs for immigrants. Public schoolsbecame a major agency for social control.

Unfortunately, today's public schools are fulfilling Mann's andDewey's socialist vision with a vengeance. There is hardly anyarea of children's lives that school authorities don't push tocontrol or manipulate.

Politicians and public-school apologists in many states are nowpushing programs that would make kindergarten compulsory.

Publicschools also now spend billions of dollars for psychologicalcounseling, school-lunch programs, parent welfare-outreachprograms, special-education classes, bilingual classes,early-childhood programs, drug and sex education classes, aswell as programs for millions of "at-risk" or "special-needs"children.

This government-knows-best philosophy is the deepest reason whypublic schools get away with educational murder and can never befixed. Many public-school apologists believe that yourchildren's education must be dictated by local governments andschool authorities.

By implication, they believe that parents are an annoyance atbest, and at worst a danger to their children's propereducation. That is why public-school true believers will nevervoluntarily give up control over our children. They seethemselves as noble idealists who know what is best for ourchildren. That is why these "idealists" have contempt forparent's rights.

Article Copyrighted © 2005 by Joel Turtel.

About The Author: Joel Turtel is the author of "Public Schools,Public Menace: How Public Schools Lie To Parents and Betray OurChildren." Website: http://www.mykidsdeservebetter.com, Email: lbooksusa@aol.com, Phone: 718-447-7348.

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