This is part 22 in a series examining education in the United States.
Imagine the school building is on fire, and your precious children are trapped inside. You can hear the blood-curdling screams growing louder. The flames are getting bigger, and the heat is getting hotter. Your heart races.
Even standing outside looking in, you feel your children’s terror and pain. No matter how hard you try to tell yourself it will all be okay, you know they’re in mortal danger.
You look around frantically, searching for somebody—anyone, really—to do something—anything! “Somebody do something!” you shout. But there’s no response, and you hear no sirens wailing in the distance.
In fact, nobody is coming to rescue your children—certainly not the arsonist politicians or the education establishment who set the building on fire in the first place. It finally dawns on you that if you don’t act soon, catastrophe is inevitable, and your children are doomed.
What do you do?
If you said circulate a petition, lobby your legislators, or run for school board, you’re obviously not a parent yourself.
Anyone with a child will tell you that there’s only one possible thing to do in a case like this: Run inside, grab your loved ones, and run from the fire until you can’t run anymore. Then sound the alarm and wake the town.
The time has come to treat this situation like the deadly threat that it is. If you still have children in a public school, or if you know anyone with children trapped inside, act like the building is on fire—because it is!
In fact, it’s much worse than that. Unfortunately, even the burning building isn’t an adequate analogy for the horror that’s being perpetrated against children in government schools today.
A fire will merely harm your children physically. That’s bad enough, of course—and it’s happening. But physical wounds can be healed. This is much worse.
As this series on public “education” should have made clear by now, government schools are indeed harming children physically—think transgender “treatments” involving hormones and surgical mutilation, for instance, or the epidemic of suicide, drug abuse, physical fights, and other plagues.
The quack methods used to “teach reading” are literally doing physical harm to the brain that can be observed in brain scans, producing a lifelong handicap in millions of children as described in part 5 of this series.
Even more ghastly than the physical trauma, though, is that the schools are destroying children mentally, emotionally, academically, spiritually, culturally, morally, and more.
Consider: The government’s own data show less than a third of its child victims are proficient in any core subject, based on the government’s own absurdly dumbed-down “standards.” In some districts, government data show that there are virtually no students capable of reading or basic mathematics. And “academics” are ostensibly the raison d’etre of public schools.
While these victims of government schools may not be competent in reading, math, writing, science, or history, they can tell you all about “intersectional oppression,” “global citizenship,” “gender” ideology, and the supposed dangers of alleged man-made global warming supposedly caused by the gas they exhale.
Polls show America’s youth are rapidly moving away from the values of liberty and away from the Christian faith of their forefathers, and toward “woke” socialism that threatens to destroy not just the children and their families—but even the nation and civilization itself.
Socialism has been marketed to public-school victims so successfully that—combined with a fake history curriculum demonizing America and concealing the barbarism of tyranny—more than two-thirds of millennials in polls say they will vote for socialists.
All over the country, tiny children are taught that they should choose their “pronouns,” that they may have been born in the wrong body, and that irreversible surgeries and hormone “therapies” can help them become their “true” selves. “Transition” plans and hiding this from parents are now the norm.
This monstrous situation is the latest peak of the insanity, but ever-more outrageous abuses and atrocities will be perpetrated against American children—at least if the adults in the room, parents who love their children more than anyone on the planet, don’t put a stop to it.
At this point, it should be obvious that everything good and dear is in mortal danger.
The question of “reform” often comes up in discussions on how to address this existential crisis. Can’t the burning building just be reformed?
Whether it be abolishing the U.S. Department of Education and Common Core or reining in the teachers’ unions and banning critical race theory or gender ideology, countless ideas have been proposed. Many have even been tried.
For decades, conservatives have squandered millions on “public-school reform.” For almost two years, conservatives have been showing up at school board meetings to complain. Countless great teachers have tried everything to protect their students.
And yet, nothing works: The system continues to devour children by the millions as the extremism in the classroom escalates and the Biden administration deploys the FBI to terrorize concerned moms.
That’s because the “system” is a hydra with many tentacles: Neutralize or chop one off, and it grows right back while the other tentacles work together to continue devouring the youth.
Talking about “reform” is to answer the wrong question.
It’s like asking how to reform cancer—it’s a silly question. Nobody wants their cancer “reformed.” Rather, they want it cut out and annihilated before it does any more damage.
Talk of “reform” also illustrates a fundamental misunderstanding about what has happened. Government schools aren’t “broken,” as commonly argued by conservatives. Rather, they’re working very well at their intended purpose: fundamentally transforming America by dumbing down, indoctrinating, sexualizing, collectivizing, and weaponizing future generations, as this series has documented extensively in detailed examinations of the architects behind the system.
Even the arguments for a public-school system itself fail the smell test.
Suggesting that the government must control education because a handful of parents may not be able to afford to send their children to school, one of the most common claims, is preposterous.
Apply that same thinking to grocery stores and instantly the absurdity of it becomes clear. It’s true that grocery stores and food are important. And it’s true that there are some people who can’t afford groceries.
But it hardly follows from those two facts that government should create a network of “free” (tax-funded) grocery stores that will determine what, when, how, and even if children will eat. Then imagine those free grocery stores feeding their “customers” toxic waste and you get a sense of the situation America finds itself in with “education.”
Outside of the most brainwashed victims of communist dictatorships in Cuba or North Korea, everybody can see the stupidity of such an idea.
And yet, it’s the same essential idea that underpins the trillion-dollar-per-year atrocity that’s the government-controlled education-industrial complex.
The notion that the public should desire “standardized” children where everyone learns the same thing at the same time in the same way is so outrageous that it almost doesn’t need to be addressed. What other industry would that be tolerated in? Talk about “putting all your eggs in one basket!”
Even if those who created the system had been well intentioned, socialist programs never deliver on promises and always produce failure.
Get Them Out!
The key question, then, is what to do. For parents, the answer should be obvious by now: It’s time to remove your children from these abusive environments and get them a real education, either at home or in a high-quality private or Christian school.
Continue reading at The Epoch Times: The Schools Are on Fire: Time to Get the Children Out