If there is one thing I truly hate about America it’s OUR “education” system. It costs roughly 11K a year to “educate,” also known as,  indoctrinating a kid in this country. Crap! I went to a private east coast University that cost less than that, and our law school won top awards in mock trials, and we had a program sending the top students to Oxford University for study!

Eleven thousand dollars a year is enough money to send kids to any top notch private school their parents would want to send them to, and these kids would learn how to think, not what to think, a big difference people! American do not know how to think anymore. Why? There is a reason.

Instead of thinking through this problem, parents and taxpayers believe the lies that are vomited upon us. Lies that schools are always in such dire need for money, money, money, and more money. Oh, and let’s not forget if we just had smaller classrooms then that would fix all of the problems.

When will parents and taxpayers wake the hell up about this deception? If you listen to the ads the National Education Association–a union, and education Nazis’ as one blogger calls them– spouts off every election, they cunningly deceive the American public into believing that every teacher out there has to trod through “teaching” 40 or 50 kids in their classrooms, and the teachers make a minuscule amount of money–the biggest crock! Blah, blah, blah, on, and, on they go spinning the webs of deceits on the GUILT of working parents!

Teachers make good money, have great bennies, and work nine months out of the year.

Do you get to work nine months out of the year?

In my state teachers went on strike in our biggest and richest county. Ya know what these brain washers wanted? They wanted taxpayers to pay their commuting costs! They were also screaming that they needed more money because they couldn’t afford to live where they worked. Hello! Neither can the average taxpayer!

This particular county has neighborhood after neighborhood with thousands of half million dollar homes, and the average employee makes about 45K a year. No average employee can afford to live in this county. We all commute and we all commute very long distances. So thankfully their whiny complaints fell on deaf ears.

The average teacher with 10-15 years experience is making about 55K a year not counting bennies! This is about the same amount of money that any middle level employee makes! So what gives? Guilt!

Entry level teachers believe they deserve to skip the part of climbing up the ladder like the rest of us have had to do. These newly graduated teachers believe they should make 50K right out of college! Whatever! Dream on! You don’t deserve it cuz ya ain’t that great so stop trying with your guilt trippin’!

It’s about time the hard working taxpayers get off their butts and look at the school budgets for themselves. Teachers are not the lowest paid employees–SOLDIERS ARE! And teachers don’t wear flack jackets, and face death daily!

That leads me to the biggest scam the voters hear at election time, or more importantly, the all to familiar teacher’s strike! “Teaching is the hardest job!”
NO IT’S NOT! Parenting is, and being a soldier, or a cop, or even a fire fighter is harder than a doing a teacher’s job! Actually I think when teacher’s go on strike they’re doing us all a favor because they aren’t further damaging our kids with their lunatic teaching styles, and immoral indoctrination.

Sooo, teachers are paid on the same level as the taxpayers who pay these brain washers, classes are smaller than ever, and yet our kids are not getting educated. WHY????

School districts continue to lower standards and in my state we have “drop out factories.” Something we are so very proud of!

Well, it’s become a scam on the highest level, and all this deception amounts to is a jobs creation program for gub’ment employees and their chief marketing firm is the Education Association of your state!

Go ahead: go to your local school and make a copy of the budget for yourself. Take it to your local accountant friend for review if you can’t read budgets. You’ll see exactly what I mean! A scam, it’s all a scam,  and trust me the school stupid-in-tendant does not want you to have it. But they have to and yes, you’ll have to pay for the copying costs. Schools make more than enough money, and yet your kid comes out of school not being able to read, write, or do math. Why?

If they choose to go to college they will for sure spend at least one year going through remedial classes so they can compete with other college students. So the taxpayers get hit twice with that cost.

It’s time to fight back and fight back hard. The NEA is rich and well oiled and will not tolerate you questioning them!

Along with lobbying for school choices for parents, it’s also time for a mass exodus out of government schools if you ever want your children to be able to think for themselves. Take your kids out of school and send them to private school. Another choice is homeschool. Hillsdale College has one the best curriculums out there for homeschoolers which we used for our kids.

There are many, many wonderful curriculums out there, so do your research.

The bottom line is this:

Our kids are not being educated, but teachers and administrators are sure getting their money! It’s not enough for parents to go to the Christmas Pageant, oops, I mean Winter Solstice Festival, or involve your family in cross dressing day, and it’s not enough to just vote and be suckered again. Get your local school budget, and read and study it so you can see exactly where your money is going and then share the love! If it doesn’t make you seethe with anger nothing will, and your hopelessly in love with government cradle to grave programs.

It’s time to take back our schools otherwise we will not be the greatest country anymore, but a country who lost her glory because she is so stupid she doesn’t even know her own history! Schools do not need any more money! They need to stop brainwashing our kids and lying to us. But more importantly, we parents, and taxpayers need to wise up, and stop being guilt tripped by the lying NEA!

I know my comments were long, so please take the time to read the article below. When it comes to talking about schools I get so angry because taxpayers are being robbed and kids are growing up not being taught how to think, but what to think! Is that okay with you?

By Tom DeWeese
December 10, 2007

The debate over public education grows more heated. Regularly, reports are released showing that the academic abilities of American students continue to fall when compared to those in other countries.

Twenty years ago the U.S. ranked first in the world in the number of young adults who had high school diplomas and college degrees. Today we rank ninth and seventh, respectively, among industrialized nations. Compared to Europe and Asia, 15-year-olds in the United States are below average in applying math skills to real-life tasks. The United States ranks 18 out of 24 industrialized nations in terms of relative effectiveness of its education system. Knowledge in history, geography, grammar, civics and literature are all in decline in terms of academic understanding and achievement.

To solve the crisis, politicians, community leaders, and the education community all preach the same mantra. Students fail, they tell us, because “expectations haven’t been set high enough.” We need more “accountability,” they say. And every education leader and nearly every politician presents the same “solution” to the education crisis: more money, better pay for teachers, and smaller classroom numbers so the children get enough attention from the teachers.

Consequently, there are two specific categories in which the U.S. excels, compared to the rest of the world. First, the U.S. ranks second in the world in the amount we spend per student per year on education = $11,152. The U.S. is also a leader in having some of the smallest classroom numbers in the world. Yet the slide continues. American students grow more illiterate by the year. How can that be? We’re doing everything the “experts” tell us to do. We’re spending the money. We’re building more and more schools. We’re raising teachers’ pay.

Every American should understand that these three items: higher pay, smaller classrooms and more money for schools are the specific agenda of the National Education Association (NEA). The NEA is not a professional organization for teachers. It is a labor union and its sole job is to get more money into the education system, and more pay for its members. It also seeks to make work easier for its members – smaller classrooms. Clearly the NEA is not about education – it’s about money and a political agenda.

Clearly the nation’s education system is not teaching the children. They can’t read or work math problems without a calculator. They can’t spell, find their own country on a map, name the president of the United States or quote a single founding father. America’s children are becoming just plain dumb.

Yet we have been focusing on a massive national campaign to “fix” the schools for the past decade or more. Now we have ultra high-tech, carpeted, air-conditioned school buildings with computers and television sets. We have education programs full of new ideas, new methods, and new directions. In the 1990’s we set “national standards,” accountability through “national testing” through Goals 2000. Through that program we declared that every child would come to school “ready to learn,” “no child would be left behind,” and pledged that our kids would be “second to none” in the world. Above all, we’ve spent money, money and more money. The result, American students have fallen further behind, placing 19th out of 21 nations in math, 16th in science, and dead last in physics.

With all the programs and attention on education, how can that be? To coin a well-worn clich-© – “it’s the programs, stupid.” More precisely, it’s the federal programs and the education bureaucracy that run them. It is simply a fact that over the past twenty years America’s education system has been completely restructured to deliberately move away from teaching basic academics to a system that focuses on little more than training students for menial jobs. The fact is, the restructured education system has been designed to deliberately dumb-down the children. (Note: the NEA hates that phrase!)

Most Americans find that statement to be astonishing and, in fact, to be beyond belief. Parents don’t want to let go of their child-like faith that the American education system is the best in the world, designed to give their children the academic strength to make them the smartest in the world. Politicians continue to offer old solutions of more money and more federal attention, almost stamping their feet, demanding that kids learn something. Programs are being proposed that call for teacher testing to hold them accountable for producing educated children. More programs call for annual tests to find out if children have learned anything. The nation is in panic. But none of these hysterical responses will improve education – because none of them address the very root of the problem.

The truth is, none of the problems will go away, nor will children learn until both parents and politicians stop trusting the education establishment and start ridding the system of its failed ideas and programs. Parents and politicians must stop believing the propaganda handed down by the education establishment that says teaching a child in the twenty-first century is different and must be more high tech than in days past. It simply isn’t so.


Today’s education system is driven by money from the federal government and private foundations, both working hand-in-hand with the education establishment headquartered in the federal Department of Education and manned by the National Education Association (NEA). These forces have combined with psychologists, huge textbook publishers, teacher colleges, the healthcare profession, government bureaucrats, big corporations, pharmaceutical companies and social workers to invade local school boards, classrooms and private homes in the name of “fixing” education.

The record shows that each of these entities has benefited from this alliance through enriched coffers and increased political power. In fact, the new education restructuring is working wonders for everyone involved – except for the children and their parents. As a result of this combined invasion force, today’s classroom is a very different place from only a few years ago.

There is simply not enough room on these pages to tell the entire history of education restructuring and transformation. It dates back to the early efforts by psychologists like John Dewey, whose work began to change how teachers were taught to teach in the nation’s teacher colleges. The changes were drastic as education moved away from an age-old system that taught teachers how to motivate students to accept the whole scope of academic information available. Instead the new system explored methods to maneuver students through psychological behavior modification processes. Rather than to instill knowledge, once such a power was established the education process became more of a method to instill specific agendas into the minds of children.

As fantastic as it seems, the entire history of the education restructuring effort is carefully and thoroughly documented in a book called The Deliberate Dumbing Down of America. The book was written by Charlotte Thomson Iserbyt, a former official at the Department of Education in the Reagan Administration. While there in 1981 – 1982, Charlotte found the “mother lode” hidden away at the Department. In short, she found all of the education establishment’s plans for restructuring America’s classrooms. Not only did she find the plans for what they intended to do, she discovered how they were going to do it and most importantly why. Since uncovering this monstrous plan, Charlotte Iserbyt has dedicated her life to getting that information into the hands of parents, politicians and the news media

Iserbyt’s work details how the process to restructure America’s education system began at the beginning of the Twentieth Century and slowly picked up speed over the decades. The new system used psychology-based curriculum to slowly change the attitudes, values and beliefs of the students.

The new school agenda was very different from most peoples’ understanding of the purpose of American education. NEA leader William Carr, secretary of the Educational Policies Commission, clearly stated that new agenda when in 1947 he wrote in the “NEA Journal:” “The teaching profession prepares the leaders of the future… The statesmen, the industrialists, the lawyers, the newspapermen…all the leaders of tomorrow are in schools today.” Carr went on to write: “The psychological foundations for wider loyalties must be laid…Teach those attitudes which will result ultimately in the creation of a world citizenship and world government… we can and should teach those skills and attitudes which will help to create a society in which world citizenship is possible.”

Professor Benjamin Bloom, called the Father of Outcome-based Education (OBE) said: “The purpose of education and the schools is to change the thoughts, feelings and actions of students.” B.F. Skinner determined that applied psychology in the class curriculum was the means to bring about such changes in the students values and beliefs simply by relentlessly inputting specific programmed messages. Skinner once bragged: “I could make a pigeon a high achiever by reinforcing it on a proper schedule.” Whole psychological studies were produced to prove that individuals could be made to believe anything, even to accept that black was white, given the proper programming.

The education system is now a captive of the Skinner model of behavior modification programming. In 1990, Dr. M. Donald Thomas perfectly outlined the new education system in an article in “The Effective School Report” entitled “Education 90: A Framework for the Future.” Thomas said: “From Washington to modern times, literacy has meant the ability to read and write, the ability to understand numbers, and the capacity to appreciate factual material. The world, however, has changed dramatically in the last 30 years. The introduction of technology in information processing, the compression of the world into a single economic system, and the revolution in political organizations are influences never imagined to be possible in our lifetime… Literacy, therefore, will be different in the year 2000. It will mean that students will need to follow.
• Appreciation of different cultures, differences in belief systems and differences in political structures.
• An understanding of communications and the ability of people to live in one world as one community of nations…
• In a compressed world with one economic system…it is especially important that all our people be more highly educated and that the differences between low and high socio-economic students be significantly narrowed…
• Education begins at birth and ends at death…
• Education is a responsibility to be assumed by the whole community…
• Learning how to learn is more important than memorizing facts
• Schools form partnerships with community agencies for public service projects to be a part of schooling…

Rewards are provided for encouraging young people to perform community service.”

In this one outline, Dr. Thomas provides the blueprint for today’s education system that is designed to de-emphasis academic knowledge; establish the one-world agenda with the United Nations as its center and away from belief in national sovereignty; replace individual achievement with collectivist group-think ideology and invade the family with an “It takes a village” mind-set. Dr. Thomas’ outline for education is the root of why today’s children aren’t learning. These ideas permeate every federal program, every national standard, every textbook and every moment of your child’s school day.


Upon election, President Bush declared education to be his number one priority. His first legislation to reach the hill was a major education policy proposal called: “No Child Left Behind.” The president said education was the hallmark of his time as Governor of Texas where he imposed strict guidelines for annual testing. He says he wanted to confront the growing problem of American illiteracy and the low standing of test scores. And the president said, “We must focus the spending of federal tax dollars on things that work.”

To those ends, the President’s education policy proposal addresses four specific principles including: 1) Annual testing to assure the schools are actually teaching the children and achieving specific educational goals. 2) Restore local control by giving local and state school boards the “flexibility to innovate.” Said the President, “educational entrepreneurs should not be hindered by excessive red tape and regulation.” 3) Stop funding failure. The President proposed several options for helping failing schools to improve. 4) Give parents a choice to find a school that does teach. President Bush gave schools a specific period of time to improve. If they failed, parents would be given the option of going to another, more successful school by way of a voucher plan.

On the surface these proposals sounded to many like fresh new ideas to take back local control of the schools and run the federal programs out the door. But time and a closer examination proved otherwise. In fact, President Bush himself unknowingly summed up the problem with his education program with one statement: “Change will not come by disdaining or dismantling the federal role of education.”

To the great disappointment of many, President Bush decided to completely ignore the very root of the education problem – the federal government and its programs. Instead, President Bush’s proposal accepted the incorrect conclusion that the problem with education is simply an over blown bureaucracy that wastes federal funds and fails to enforce clear standards by rewarding bad schools. His numerous statements that “no child will be left behind,” came straight from the decade-old motto of the Children’s Defense Fund, the group that claims Hillary Clinton as one of its leaders. By being so off-the-mark, there just is no way the Bush proposal could appropriately address a single school reform issue.

First, his plan to restore local control was directly tied to the use of Title I federal funding. Title I is one of the main federal programs to directly fund the “at-risk” catch-all devise now driving the invasion of in-home social workers; the establishment of in-school health clinics; the enforcement of pop diagnosis by teachers and administrators that has put millions of children on Ritalin. Title I is the root of the education establishment’s attack on families.

Second, by leaving the federal Department of Education intact, President Bush left in full force the machinery now driving the education system. State school boards are simply outposts of the federal bureaucrats. They are of the same mindset, driving the same programs in the states that are dictated by the federal office. Local ideas from local teachers and parents have no chance of a hearing in these vast bureaucracies. Failing to address this behemoth simply dooms any attempt to improve education.

President Bush made much of the testing program in the state of Texas, which shows scores up by dramatic numbers. His first Secretary of Education, Rod Paige, owed his appointment, in a great way, to his leadership in the Texas testing program. But a close look at what actually took place in Texas caused concern.

Under Governor Bush, Texas established a statewide achievement test called TAAS, which is administered annually to every public school student from third grade through twelfth. Texas officials tout the fact that, today, Texas reports an 80% passing rate. The test is given the credit for the dramatic increase because, as Bush then proposed on the federal level. TAAS was touted as providing “accountability” and an annual measuring stick to determine how students are progressing.

However, Texas colleges are reporting that Texas-educated students still cannot read, even after getting good grades on the TAAS test. Why? Because so much emphasis is placed on passing the test that teachers have begun to “teach to the test.” Even months before test day, teachers pressure students to be ready. They become little more than cheerleaders. Schools fly banners, hold pep rallies and the pressure builds to pass the test. Classroom time is spent practicing for the test rather than just focusing on well-rounded academic curriculum. Rarely do classes branch off into anything that’s not on the test.

Why such pressure? Because teacher salaries and job security are tied to the results. Schools have even been found to cheat on the results. Is this what parents have in mind when they call for accountability? This is the heart of the Bush plan. Under it, parents may see test scores go up, but they will find that their children still can’t read.

The Bush plan ignored the existence of the social scientists who have made psychological guinea pigs out of the children. It ignored the role of the Department of Education as a teacher training lab which brags that, in just two weeks, it can completely change the attitudes, values and beliefs of good, academically-focused teachers, and turn them into pliable facilitators to help dumb-down the very students they sought to teach. Nothing was changed in the classroom under the Bush plan.


From the start of his administration, President Bush made it clear that he had no intention of getting rid of the Department of Education. Consequently, the Republican dominated Congress dropped its intentions to de-fund and remove the Department of Education. However, it is not possible to make the changes that Americans are hoping for without taking that step. Bush’s plan simply used warm and fuzzy rhetoric to further institutionalize more of the same. His voucher plan has proven to be little more than a Judas Goat to lead private schools into the nightmare of federal programs, which attack and feed on any school that accepts federal money. And so the cancer grows.

While promising to fix American education, the President doomed any hope of it by insisting on keeping the establishment intact. The “No-Child-Left-Behind” Act simply succeeded in institutionalizing the failed policies of Goals 2000 and School to Work. And that’s why American education continues to fall.

It’s time to ignore the agenda of a self-interested labor union and begin to look at the real reasons why American public schools are in crisis. What is robbing our children of the ability to get a good education?

Americans who want to rid the nation of this plague have little choice but to insist that their representatives in Congress begin a complete investigation into the Department of Education and its policies, its waste, and its fraud on the taxpayers, parents and children of this nation.

Perhaps then, as the facts are exposed under the hot lights of a Congressional hearing, the American people will begin to understand that the problem with education isn’t low paid teachers and crowded classrooms – but rather, is the result of a cynical, deliberate attempt to dumb-down America to promote a radical political agenda. For that is the truth.

© 2007 Tom DeWeese – All Rights Reserved