If we continue to send our children to Caesar for their education, we need to stop being surprised when they come home as Romans.

~ Rev Dr Voddie Baucham Jr


Homeschoolers Really Bother the NEA

From Better-Ed.org:

Today, I’ll highlight NEA’s almost-too-ridiculous-to-be-believed resolution on home schooling. Here’s the passage in full:

The National Education Association believes that home schooling programs based on parental choice cannot provide the student with a comprehensive education experience. When home schooling occurs, students enrolled must meet all state curricular requirements, including the taking and passing of assessments to ensure adequate academic progress. Home schooling should be limited to the children of the immediate family, with all expenses being borne by the parents/guardians. Instruction should be by persons who are licensed by the appropriate state education licensure agency, and a curriculum approved by the state department of education should be used.

The Association also believes that home-schooled students should not participate in any extracurricular activities in the public schools.

The Association further believes that local public school systems should have the authority to determine grade placement and/or credits earned toward graduation for students entering or re-entering the public school setting from a home school setting.

You can read the rest by following the link.

A glimpse of crime in local schools

This must be the “socialization” people are so worried about homeschoolers missing. From a local paper:

“This week brought the last day of school in Guilford County. While that may bring visions of students hugging friends and saying goodbye to teachers and staff, there is another side of our schools. Schools in Greensboro not only saw tests, dances, awards and football games. They also experienced rape, arson, drugs, assaults, fights and overdoses.”

  • “There were rapes reported at Mendenhall, Kiser, Allen, Smith, Aycock, Greensboro Middle College and Grimsley over the past school year.”
  • “Kiser and Allen Middle School reports show two rapes were reported at each during the past school year.”
  • “Over 100 assaults occurred at Greensboro schools and nearly 100 more fights took place as well.”
  • “Some 267 larceny cases were reported along with nearly 40 ‘armed subject’ instances and more than 60 narcotic reports.”
  • “(T)he most criminally active school in Greensboro is Grimsley High School with 245 reports of the school requesting police assistance. Smith High School came in second with 239 requests for police service.”
  • “Jackson Middle School had the highest number of crime among the middle schools with 162 reports of police activity.”

No thanks; we’ll pass.

All Education is Indoctrination


I’m not trying to be shocking with the title, it is just the more I read and think about education, the more I am certain there is no way to separate the intellectual and moral aspects of it. All education transmits a certain set of morals, truths, and ethics. It just does.

Our children aren’t machines to be programmed with facts an figures. They internalize what they are given and it shapes the way they view the world. Text books are written by people and people have biases. You can tell how they feel about a subject by how they write about it. There are no completely objective texts. Every author passes judgement on the ideas they handle, whether implicitly or explicitly, and those judgements are taken in by the student. Teachers can seek out texts that transmit the judgements they are with, they can be cognizant of the biases in the material they are using and point out to their students where the text differs from their own beliefs, or they can not give it a thought and let their students buy into whatever is put in front of them. But, even if they purposefully seek to transmit no moral truths, they are doing exactly that in absentia.

Traditional or Classical educators specifically sought to transmit truth and instill ethics. Their goal was to produce virtue in their students. The methods varied but the goal was the same. Christian educators are at an advantage because we know the source of virtue; we know where to point our students.

Modern education, however, actively seeks to ingrain socialism, relativism, postmodernism, and secular humanism. But, even if it weren’t an explicit goal, the outcome would be the same. Once they removed virtue as a goal, once they removed God as the center, relativism was the outcome. Everyone has a throne in their heart and it doesn’t stay vacant. They are looking for something to put on it, something to serve. If we deny absolute truth, if we deny universal right and wrong, then we don’t need to name the alternative for it to be assumed. And if our worldview is based on there being no universal truth, then self-interest is the only thing that makes sense.

Though I believe modern education seeks to put the state and collectivism on the throne of every child’s heart, I believe that there doesn’t need to be an intentional effort to make it happen. The divorce of truth from education implicitly transmits the worldview they favor. The fact that they are explicitly seeking to transmit those “truths” just makes the inculcation that much deeper.

We have to be aware that we are transmitting values when we teach, and we need to be intentional about transmitting God’s truth. Our goal should be to see God on the thrones of our children’s hearts; intellectual prowess needs to be a secondary concern. Men and women who love God and seek wisdom and virtue should be our goal. If we don’t seek to intentionally transmit truth in education then we run the risk of unintentionally transmitting the opposite: that God is not real, or not worth knowing; that truth, virtue, beauty, and goodness are not worthy of our endeavors; that there is nothing outside of self.

Crimes of the Educators

What I’m reading right now. It has been very interesting so far:


Utopian dictators like Stalin, Hitler, Pol Pot, and Mao are criminals – genocidal psychopaths who have killed more human beings in the last hundred years than any other ideologues in history. They don’t limit their murder to individuals, but to entire nations.

In the United States another form of utopians, the “progressives,” have tried to destroy traditional America by strategically dumbing down her people. America’s future is being crippled on purpose in order to fundamentally transform the nation, its values, and its system of government. Laid out a century ago by progressive luminary John Dewey, the fruits of his schemes are plain to see today.

American author and veteran educator Samuel Blumenfeld and journalist Alex Newman have taken on the public education establishment as never before and exposed it for the de facto criminal enterprise it is.

Crimes of the Educators reveals how the architects of America’s public school disaster implemented a plan to socialize the United States by knowingly and willingly dumbing down the population, a mission closer to success than ever as the Obama administration works relentlessly to nationalize K-12 schooling with Common Core.

The whole-word method of teaching children to read – introduced by John Dewey and colleagues in the early twentieth century and which permeates Common Core – is a significant cause of dyslexia among students. Public education’s war against religion, the “great American math disaster,” promotion of death education, and the government’s plan to lower standards for all so “no one is left behind” is destroying the logic, reasoning, and overall educational prowess of America’s next generation.

Classical Education and Four-Year Cycles

I’m hoping this will start to disabuse people of the notion that classical education is all about 4 year development cycles. The classical tradition is about inquiry, ideas, and character rather than intellectual achievement.

My introduction to classical education came through twentieth-century authors. I was encouraged to read contemporary authors who based their ideas largely on Dorothy Sayers’ essay The Lost Tools of Learning, but she also was a twentieth-century thinker. I knew that if her ideas were right, I should be able to find the roots of them by reading the classical authors. I read Plato, Erasmus, Quintilian, and others, and when I found no correlation between their ideas and Dorothy Sayers’ about stages, I felt that “classical education” was an undefinable, nebulous idea that could not be understood.

Ironically (and yet, not ironically), it was another twentieth-century author who shed light on the classical tradition for me, and allowed those nebulous ideas to coalesce into a solid foundation upon which educational methods could be built. When I read Norms and Nobility, I was able to see that classical education was more than I had previously perceived.

Suddenly, Plato, Milton, Erasmus, Comenius, and Augustine spoke in unison—-not because they prescribed the exact same process or curriculum, but because they shared a common desire to educate men to be the very best that it was possible for them to be—-to make the best humans they could be. What ought men to do? What ought men to think? What is right for a man to know? What knowledge can man not do without? These kinds of questions should be asked again and again, in every generation, and the answer should be sought because it is both new and old—-old, because men have answered it before, and new because the answers act as a germinating seed in the heart of every thinker and learner who seeks them, producing new ideas and avenues to explore.

Karen Glass:

(Remember that these were written in response to specific other posts, and I’m not including those comments, so if my remarks seem a little disjointed, that’s why.)

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