Jhe complete collapse of our education is one of the greatest tragedies to ever haunt the United States of America. Public schools must rethink their goals of excellence in math, science, reading, history, and other disciplines toward implementing critical race theory and other neo-Marxist philosophies. The result of this fundamental transformation is that biblical morality is declining even faster than basic math skills and literacy rates.
“Public records and other evidence show that state education officials and some local education officials are no longer focused on maintaining high academic standards and providing the best education public possible to students,” wrote Liv Finne, director of the Center for Education at Washington Policy. Center, in a September 2021 report exposing the lowering of academic standards by radical school officials in Washington state. “Instead, the concern for learning has been replaced by an aggressive political agenda designed to instill doubt, mental pain and low expectations in students. This race-centric agenda also seeks to separate children from teachers, their own communities and each other.
Finne further noted that English teachers in Washington will now teach “white supremacy”, “white privilege”, “institutional racism”, and “structural racism”, instead of sentence structure, vocabulary, self-expression and communication. Meanwhile, Washington math teachers teach how math was used to oppress communities of color, and Washington history teachers will teach about “social construction,” “hierarchy,” “white supremacy,” and “racial democracy”. Not surprisingly, Finne’s research found that the shift from academic excellence to social constructs such as critical race theory has caused an undeniable decline in American student literacy.
“Internationally, we do pretty well in fourth grade,” Finne told The Epoch Times, “but we decline from there.
Data from the Nation’s Report Card reveals that only 28% of fourth-grade American students are proficient in writing, 35% proficient in reading, 20% proficient in history, 36% proficient in science and 41% proficiency in math. By 12th grade, only 27% of American students are proficient in writing, while 37% are proficient in reading, 12% are proficient in history, 22% are proficient in science, and 24% are proficient in math. All of these statistics are dire, but the decline in history, science, and math education in the United States is particularly pronounced compared to other countries in the world.
Rather than develop a curriculum that allows students to graduate from high school just as well-educated as their East Asian counterparts, American educators decided to lower the bar for academic standards. And growing evidence suggests that the dumbing down of American students was done deliberately.
An analysis by McKinsey and Company reveals that covid-19 blockages left the average American student five months behind in math and four months behind in reading. Yet, like most children who are infected with covid-19 have no symptoms, these school closures were unnecessary. They only serve to restrict people’s freedom by dumbing down American students.
Yet the damage done to American education by the covid-19 pandemic is just one of the latest developments in a century-long quest to dumb down America. In the early years of the 20th century, eighth graders in Bullitt County, Kentucky were asked to take a test that many adults would likely fail today. To pass this test, students graduating from college needed to know about patent rights, the geography of mountain ranges, the relative size of the human liver, the rights given to Congress by the US Constitution, and many other facts. Yet soon after the administration of this test, American educators began to adopt the educational philosophies of democratic socialist John Dewey.
Dewey believed that children should be weaned from the tutelage of parents, religion, and culture, and instead should be given free rein to adapt to their surroundings. He was an atheist and evolutionist whose book The schools of tomorrow was hugely popular among the Bolsheviks fighting the Russian Civil War. In 1929, the rector of the Second Moscow State University wrote that Dewey’s ideas were close to those of “Marx and the Russian Communist”. Yet despite this fact, he was allowed to teach at Columbia University at a time when one-fifth of all primary and secondary school teachers were trained at Columbia University. Dewey is now called “the father of modern public education” and the conservative publication Human events classified his book Democracy and education as the fifth most harmful book of the 19th and 20th centuries – behind The communist manifesto, Mein Kampf, Chairman Mao Quotes and the Kinsey Report.
The results of following Dewey’s radical philosophies have been remarkable. Former United States Secretary of Education William J. Bennett points out in The main cultural indicators index that a 1940 survey of American teachers found that the main problems of the American public school system were talking indiscriminately, chewing gum, running in the halls, waiting in line and to throw garbage. In 1990, issues included drug abuse, teenage pregnancy, suicide, rape, robbery and assault. These problems prove that Dewey was wrong to leave the children free to adapt to their environment.
When Ronald Reagan commissioned a report to analyze the problems of education in the United States, he concluded: “The educational foundations of our society are now being eroded by a rising tide of mediocrity that threatens our very future as a nation and people. … If a hostile foreign power had tried to impose on America the poor educational performance that exists today, we might very well have considered it an act of war. As things stand, we have allowed this to happen ourselves. … We have, indeed, committed a unilateral and thoughtless act of disarmament of education.
Some of the agents were socialist teachers in America from a “hostile foreign power” trying to disarm the American people educationally through the race to the bottom. But more recently has come the attack from within. Radical leftists are no longer content to indoctrinate students about atheism, evolution and communist ideology. Now they want a docile population that can no longer write, read, solve an algebra equation, or logically deduce an opinion. As the American scholar Thomas Sowell said, “It’s not just that Johnny can’t read, or even that Johnny can’t think. Johnny doesn’t know what thought is, because thought is so often confused with feeling in many public schools.”
Over 2,700 years ago, the prophet Isaiah actually predicted the disastrous educational crisis that beset America: of bread and all the water stay. The mighty man, and the warrior, the judge and the prophet, the seer and the elder, the fifty-year-old captain, and the man of honour, and the adviser, the craftsman of cunning, and the eloquent speaker. And I will give young rulers, and children shall rule over them” (Isaiah 3:1-4).
Because of the sins of the nation, God has removed the honorable man, and the counselor, and the crafty craftsman, and the eloquent speaker. God allowed the childish rulers, as well as the literal children, to become the princes or rulers of the nation. Yet the reason these childish rulers lack honor, wisdom, cunning and eloquence is that they were not brought up by honorable, wise, cunning and eloquent people. Instead, they were weaned from the tutelage of parents, religion, and culture, and given free rein to adapt to their environment. So now America must face the consequences that arise when a nation is led by leaders unmoored to biblical morality and objective reality.
For more information on the danger posed by radical revolutionaries in the education system, please read “What is your child learning in public school?”, by Trumpet editor Joel Hilliker.
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