Ring the Bell: School Is Back In Session

Many, many different issues have managed to crack cultural surface during this period of political and social transformation that we’re all experiencing. Suddenly, nearly every common-sense person in America is taking the time to stop, look around, and ask: “Wait…what’s going on here?” While some have picked up on this earlier than others, we’re now all well aware that something is not right.

Say what you will about John McCain’s shortcomings as a Republican, for example, but even he recently and quite literally asked the very same question in Congress when addressing the Democratic Party leadership and their attempts to expeditiously ram through their destructive agenda. For one Progressive to ask that of others, it’s easy to see that someone needs to stop the car and open the hood.

One of the issues that lies imbedded in this fetid social backwash is that which can be found taking place in our institutions of alleged “higher learning.” When I was in college during the late 1980’s, I never really noticed too much out of the ordinary. Sure, I sensed that things were changing to an extent, but all cultures change and transform in different ways over the course of years. Still, it was a time when America still seemed to be decidedly America.

I did notice, however, a pervasive sense of what I’ll call “intellectually-elite wanna-bes,” students who always struck me as deliberately distracting themselves from everyday realities merely to impress one another. Sure, I thought it odd, but I generally kept to myself. In fact, one of my professors was Thomas Cobb, the author of Crazy Heart, which is now a potentially Academy-Award winning movie. His book had just recently been released at the time, and many of the “really smart” kids followed him around like groupies. Anyway, Dr. Cobb was a great guy and an excellent teacher, and I’d be the first to say that he made a definite impact in my understanding of literature and any ability that I possess as a writer.

By now, most–if not all–of us are completely aware that our colleges and universities have been almost totally hijacked by the extreme political left. Many blame the essence of our children’s mindsets as they emerge from college on the degree of indoctrination to which they’re currently being subjected. In fact, in a recent Fox News article, it’s pointed out that our high school seniors and college students are leaving their respective schools and entering the workforce with an appalling lack of basic knowledge about America. As Tucker Carlson pointed out on the Fox and Friends Sunday morning show, the particular study that this article references was based on 14,000 students, which more than constitutes a valid sample. Higher education, however, is far from the only source of the problem. Michael McPadden, conservative candidate for the congressional seat representing Virginia’s 5th District, astutely pointed out in an upcoming America’s Right interview that our institutions of higher education are now nothing more than finishing school. The indoctrination now arguably starts as early as kindergarten.

For the sake of this piece, though, I’d like to base much of what I have to say on the current dilemma in our high schools, as that is the source of much of my life experience. The political left in this country has allowed our public education system to corrode from the inside out, more than likely by design. I’ve a lot of points to make here, so stay with me. Read this in chunks and maybe make yourself a sandwich, if you’d like, because the larger picture that I’ll try to paint is a reasonably disturbing one.

Let’s begin with a recent revelation that came on Fox News Channel’s Huckabee on Saturday, February 5th. One of his guests that evening was Mathew D. Staver, Founder and Chairman of Liberty Counsel and Dean of Liberty University School of Law. He brought to the nation’s attention that the Texas Department of Education is currently considering radical changes to the textbooks that will be used in their school curricula. Many people who are not involved in education do not immediately understand the significance of this development. Sure, some may offer a thought about states’ rights, the Tenth Amendment, and more, but what everyone needs to understand is that as goes Texas’ educational decisions, so go the nation’s.

As one of the biggest states in the union, as well as one that spends a great deal on education, Texas drives the textbook industry. Texas has been a schoolbook depository since before the building which served as a perch for Lee Harvey Oswald.  Should Texas move forward with these ridiculous decisions so deeply rooted in the leftist agenda, at least the next generation of our publicly-educated children will learn little about the foundation of American history, if not to altogether hate their own country. Some of the changes include the following:

  • Removing references to Daniel Boone, General George Patton, Nathan Hale, Columbus Day, and Christmas.
  • Including the cultural impact of hip hop music, ACLU lawyer Clarence Darrow, and the Hindu holiday of Diwali.
  • Replacing the term “American” with “Global Citizen”– stating that students need to be shaped “for responsible citizenship in a global society” without any mention of citizenship in American society.
  • Replacing expansionism and free enterprise with imperialism and capitalism.

Read the reference in order to get a sense of the entire picture and call or e-mail your input to these officials. All contact information is included on the site.

It’s important to remember that as I discuss particular issues here, one should be sure to couch them in a larger ideological context. Think back to last summer. A lot was happening in this country, as for seemingly the first time in the lives of some everyday Americans, they were becoming politically active; they had seen that this administration was attempting to jerk this country to the extreme left, Glenn Beck had begun exposing the vast underbelly of the Democrats’ agenda (actually assuming the role of a ‘history teacher’ of sorts, which I can’t help but believe is by design and meant to symbolically counteract what’s taking place in our schools and colleges) and, consequently, more people had begun reading up on history and issues, most notably the extent to which the Constitution was being violated.

Speaking to this point, more people began to see the general leftist similarities shared by the ideologies of Progressivism, Communism and, thanks to inappropriate comparisons made by House Speaker Nancy Pelosi, Nazism. This is obviously not the space to go into a long, drawn-out examination of the political and economic philosophies of each; I’d suggest, however, that if you truly want to understand the manner in which a leftist ideologue views the concept of ‘education’, reading up on the very words of some of these adherents is an absolute necessity.

To this end, it’s helpful to look at the educational machinery of Nazi Germany. Remember, when the Allies were victorious at the end of World War II, we defeated Germany – we did not defeat Nazism. That’s an idea, and one cannot defeat an idea. That’s why there’s extraordinary truth in an old expression: “a single martyr is worth more than ten posturing leaders.” Anyway, most people who are familiar with history are quite well aware that once World War II was over, America took in many prominent Nazis in an attempt to take advantage of their scientific prowess. Unfortunately, there was a lot of badness that came with making that deal with the devil, not the least of which is that these “former” Nazis continued to cling to their philosophical and political viewpoints and no doubt continued to spread their ideas.

It’s important to note that the Nazis believed in an outcome-based educational system rather than achievement-based one, in which a student would be required to be proficient in his or her academic areas before moving on. I can speak to that point in a specific example. One of my friends, someone who works in the computer industry, once came across a 1928 high school proficiency exam for the New York State Department of Education. Both my buddy and I are reasonably intelligent guys but, well, let’s just say that in 1928 we wouldn’t have been. 80 to 90 years ago, there was a lot more expected of our young people.

The National Socialists strove for more of a “whole person” approach, one that more directly targeted the worldview, rather than the education, of the young person.  The basic tactics that they utilized in trying to transform their society were to target the children first, to emphasize political correctness, to require community service, to attempt to re-write history, to systematically re-train their teachers’ way of thinking, and to silence any and all opposition.

Does any of this sound familiar? Wait–better yet–how about all of it?

Should we be in any way surprised that the Texas State Department of Education is considering these changes to our history curricula, for Heaven’s sake? Of course we shouldn’t.  As I pointed out in an earlier piece here at AR, the people who are now calling many of the shots in this country are the ones who have unwittingly submitted to the mental terraforming that has been in place over the course of the past 40 years. Nor should we expect them to look at and admit the truth to themselves, because it would probably be far and away too painful for them. They’re now bound to this stuff, if for no other reason than the stability of their own identities.

Just to be silly for a moment–please, allow me a small ‘guilty pleasure’ here–if you’re so inclined, I can guarantee you right now that you’ll never watch Star Trek the same way again. The reason that I even bother to mention this is that in a particular episode of Star Trek:Voyager entitled “Dark Frontier,” one of the primary characters is confronted with another of the Borg’s various schemes to “assimilate” humanity. On the Star Trek website, that encounter is explained in the following fashion (emphasis mine):

As Seven watches in shock, the Queen explains how the virus will work; it will infect every life form
on the planet, assimilating the planet’s life slowly. By the time the population realizes what is
happening, half of it will be drones. Seven gazes at her, eyes wide, realizing that they are
planning to release this virus into Earth’s atmosphere. She tries to raise the seemingly valid
objection that such a method would be inefficient, as it would take many years to yield results. The
Queen merely responds that they have waited this long; they can wait the required period.

A rather creative individual even chimed in on YouTube with the following clip:

If we’ve learned anything about the political Left, they’re nothing if not patient. From their perspective, the long, time-consuming re-educational process seems to be bearing excellent fruit.

Consequently, we’re now beginning to see some remarkable developments in education, for two reasons: first, the Left feels–probably somewhat justifiably–that not only is their time now but also that they may never, ever have this chance again. The political tumblers have aligned for them. Second, because the Left is moving so quickly, people are beginning to look up and ask the aforementioned question: “wait, wait…what’s going on here?”

The question now is whether it’s too late, since we’re now living our lives already surrounded by drones.  They might not be Star Trek drones, but they’re drones nonetheless.

Let’s take a look at some of the things that are beginning to unfold. Beyond the most important issue, namely the forced political re-education of our children, merely the most practical issue is the debilitating effects of the unionized workforce in America, and not only in the field of education (obviously, one could also argue that unions are also part of the prevailing leftist political philosophy). Of the several “retired” public school teachers who work at our school (we’re pretty selective in that regard), one is an older gentleman who teaches Health. A staunch conservative like myself, he was talking with me recently about the unions in general. He said that shortly before his father succumbed to cancer back in 1970, he told him (since he himself was early into his career and a part of the teachers’ union) that unions made this country great during the 1940’s and 1950’s, but by the time of his death they were beginning to take over the country.

That was 40 years ago.

Simply put, unions have priced themselves out of existence in a free-market, capitalist economy. Look at the UAW. There are no more sources of revenue, no more blood to be squeezed from the proverbial stone. The towns and states are broke. It’s no wonder that Andy Stern and SEIU are moving to unionize the workforce of the entire planet — they’ve bled the United States dry! As this applies to education, there are two points on which people should now dwell a bit more closely: first, experience clearly shows that the more money you simply dump into or throw at schools, the more and more counterproductive it becomes, as it seemingly just makes the people involved fatter and lazier; second, unless the unions are willing to take several steps backward and make serious concessions in their collective bargaining agreements, it’s only a matter of time before pressure bursts the valve.

One of the most obvious examples has taken place here in little Rhody. The Superintendent of the Central Falls School District recently met with union leadership and informed them in no uncertain terms that unless the teachers agreed to certain concessions, they would all be summarily dismissed. The teachers called her bluff, which apparently was not a bluff at all, because when her imposed deadline came and went, she fired each and every one of them. Further, the students backed the Superintendent.

What does that tell you?

Even Glenn Beck chimed in on the watershed events at Central Falls. Of course, Superintendent Gallo is going to have a lot of legal issues with which she’ll have to deal, but she is in no sense backing down. The public rationale–for the sake of the record, I suppose–is that Central Falls High School is a notoriously low-performing school (which it is) and has been for years. That’s her justification, but it’s clearly cover for the fact that the town simply can no longer afford to pay the staff. Central Falls is a town that is beset by poverty and illegal immigration, so when one considers the combination of outrageous financial compensation being doled out to teachers who are not working, poverty, and illegal immigration, the bigger picture is that Central Falls has become a Leftist’s paradise.

This issue has also reared its head in my own family as my sister-in-law, a hearing and speech pathologist for the Warwick public schools, recently did a bit of ad hoc investigative work and discovered that the school department was preparing to bring in a private company to replace her and the other pathologists in her department. When she told me about this, I merely responded that while I felt terrible for her, it’s only going to be a matter of time before the union leadership turns on its own members, lest they lose their jobs themselves.

The public sector can no longer function in its current state. Many school districts in Rhode Island are even cutting sports programs (my own Alma Mater, North Providence High School, recently merged its hockey program with Johnston High School’s. Considering that the two schools are pretty strong adversaries, I’m wondering how ‘team chemistry’ is developing on that squad) in order to be able to pay the teachers, all the while forgetting that school athletics are, in the abstract sense, just as much a part of a young person’s education as books and binders, not to mention the source of some of the most important memories that students will take away from high school. Want to drive kids away from school? Cut the sports programs.

Public education is even venturing into the theatre of the bizarre. Remaining in Rhode Island for the moment, there’s a movement afoot up here in which some school districts want to attach “chips” of some sort to the backpacks of students, so that their whereabouts can constantly be monitored. Ostensibly, the justification is going to be offered that it’s all in the name of child safety, but what should we learn from this? How long before we’re all “chipped?” They can afford to “chip” students’ backpacks, but they can’t afford athletic programs? In what universe does this make sense?

And then, of course, Jeff broke the webcam-spying episode last week here at America’s Right–I was really hoping he’d end up on Fox and Friends–but as I pointed out to Jeff in an exchange that we shared at that time, why should we even be surprised by this? I realize that I’m pre-judging to a certain extent, but it’s a safe bet that we’re talking about people with leftist mindsets. This is about control. In Utah, one of the school Districts out there recently suggested eliminating the 12th grade. Seriously. Doing so would apparently slice millions off the school budget.

I don’t doubt it. I wonder — did anyone on the local school board look at these people like confused dogs with their heads tilted?

The Cato Institute even recently ran a piece in which it labels the public school system in the Unites States “one big jobs program.” Really? I’ve been saying that for the past twenty years — while I’ll be the first to say that yes, there are in fact some very idealistic teachers in the public schools, people who care a great deal about their students and do their very best by them despite the overwhelming obstacles that are placed in front of them on nearly an everyday basis, the public schools are in the end about jobs – not education.

So, how do we begin solving this problem?

I think, unfortunately, that before we can get started, this entire political reality has to completely resolve itself through elections and bottom out in terms of financial consequences. When the time is right, though, I’m hopeful that people will begin to see that there’s only one route back to sanity in America, in education or otherwise: privatization.

In the case of the public schools, believe it or not, I think it would actually be possible to privatize them and still have them remain public entities. The schools are only going to improve if parents are allowed genuine choice as to where their children attend school, which by nature leads to genuine competition. Is it any wonder that as this decade has progressed that we’ve seen more and more of a push for both school vouchers and charter schools? But even in this case the unions manage to place a ceiling on growth. If I’m not mistaken, most, if not all, teachers’ unions call for a limit on the number of charter schools that are allowed in a given state or district. Naturally, if parents were given a real choice, they’d abandon the public schools in droves and all the union employees would begin to lose their jobs.

How hard would it be to take the public schools in a given region–say, for example, a 20-mile radius–and offer the parents the right to send their children to any of the schools in that area? If the unions were dissolved, town tax obligations were removed, and parents were required to pay a “tuition” equal to the national average of the per-pupil cost to educate the child (which, if I’m not mistaken, is approximately $8,500/year), you watch how fast those schools turn around, assuming that the teachers wanted to hold onto their jobs. It would be non-profit driven, naturally, which is something into which all Leftists can really sink their teeth, since they love those non-profits.

Further, if one were inclined to explore this even further, what should prevent us from looking on teachers as private contractors, by which they could negotiate their own contracts? A system such as this–admittedly radical–would certainly require loosely-structured boundaries of some sort, but it would also without a doubt lead to the most talented and resourceful teachers educating our children, not those who are beholden to the system and the curricula being handed to them.

Of course, there would be problems, expected and unexpected, that would need to be ironed out ahead of time and that would result from the pecuniary interests of those who just want easy jobs. For example, in the sense that I offered up the idea that public school “tuitions” could be based on the average per-pupil educational costs, one would also have to realize that there are many, many special-needs students, young people that require more attention and resources, which by nature requires more money. If my scenario were to come to fruition in some way, shape, or form, we’d no doubt begin to see a new form of “diagnosis abuse” begin to emerge. Let me explain.

One of the current abuses that is allowed to fester in the current educational landscape, in both the public and private sector, is that of parents’ “searching” for the most desirable diagnosis that will afford their children the most beneficial services at school. From my own experience, I’d have to say that the malady that is most widely-abused nowadays is ADD and ADHD. If a young person is diagnosed with this particular condition, he or she is in line for numerous advantages throughout the course of the school day and year. Of course, there are those students who genuinely are afflicted with ADD and truly require things such as extended time on exams, preferential seating, and additional time with instructors; however, there are those parents who actively search out this type of situation, since having things such as untimed SAT’s can be a big help in procuring acceptance to that first-choice college.

How does this apply to the model I’ve suggested? It’s simple, really. I could envision a scenario by which “diagnosis abuse” morphed more into having additional funds procured for the school in question, thereby protecting a friend’s job. Theoretically, it would no longer be about the advantages of the student but of the adults.

In the end, therefore, what I’ve offered up as the initial thoughts for potential solutions in public education would no doubt be fraught with problems that I or anyone else, for that matter, hadn’t considered. I think we’d all agree, though, that things need to change soon, they need to change fast, and they need to move in the direction of some form of privatization.



  1. Gail B. says:

    North Carolina recently tried to restructure teaching the history of the United States in high school, by starting in 1787 (-or was it 1887–I haven’t been awake long?). Such an outcry over it, however, batted that idea down.

    (I kinda wondered when I learned of this if Jeff or you, John, would possibly know why they picked such a late year in our history; but I’m thinking that they don’t want our children to know about our Founding Fathers, only about Progressives.)

  2. Dee says:

    Very interesting article, John. My father, who was a steelworker, felt the same way as your co-worker’s father felt about the unions. They had outlived their usefulness. I feel the teacher’s unions have cost most school districts alot of money. I have several friends who are retired school teachers and they are collecting 85% of their salary for the rest of their lives, plus social security. I met another retired teacher who was collecting 100% of his salary. Another friend retired from his school district and collects his pension. He got a job in a local college, has been tenured, and will collect a pension from them in addition to social security. The local teachers’ union cries if they increase the amount the district wants them to contribute to their healthcare plan. They get up in arms and demand more money if they are asked to teach an extra 15 minutes per day. I feel that they wish to be seen as “white collar professionals” who use “blue collar” tactics to get their way. I’m not sure that most parents realize that the district is not only paying for the current staff but also for those who have retired. It’s very disturbing to think that these people are in charge of our children for a great part of their lives. I’m not sure what the answer is or even how to go about changing things. Most of the time, I feel helpless in my atttempts to change what is happening and can only do what I think is best here at home. Thank you for this insightful piece and keep up the good work.

  3. JJ says:

    Public education is even venturing into the theatre of the bizarre. Remaining in Rhode Island for the moment, there’s a movement afoot up here in which some school districts want to attach “chips” of some sort to the backpacks of students, so that their whereabouts can constantly be monitored.

    (I just read that schools are being sued…1800 laptops had monitoring devices in them and spying was going on within the homes of the children.
    One student received a letter from school about his drug activity in his home–turned out to be candy he was dispensing to his friend–parents sued, spies were discovered, lots are in trouble, espcially one principal who bragged to a researcher and gave a bold demonstration of the capabilities of the laptops for spying.

  4. Boston Blackie says:

    You hit the nail on the head. These school systems want you to believe that before 1887 our national history is all about white racist men. After 1887 the Civil War was over and the progressives were coming into play. Today’s progressives want to change our history by ignoring our history unless it advances their agenda.

  5. Jeff Schreiber says:

    JJ — We broke that story here at America’s Right last week. It’s crazy, isn’t it?

    Great job by John. The Star Trek reference was a little over my head, but I think I got the main point!

  6. MJL says:

    I am a teacher at an elementary school in rural KY. Jobs Bank describes this school perfectly.
    It is a real source of frustration to see some of these “therapists” (speech, OT, hearing impaired, special ed, etc…)making big bucks and maybe working 2-3 hours a day and seing a handful of kids. What a scam and why didn’t I think of that?
    I see 800 kids a week for a weekly music class and travel between schools. I’m not complaining and love my job but when I see these goof-offs it makes my blood boil.
    I am sorry to say our state just voted down implementing charter schools. The KEA complained they are unfair competition. Competition will only make your school better.

  7. Gail B. says:

    The thing with the unions has really reached the point of being both ridiculous and burdensome. If a teacher wants a job teaching, I think (s)he should take what the job offers; otherwise, (s)he should go to another system to see what is offered there. Reagan fired the unionized flight controllers; why can’t a union worker be fired?

    I don’t think a union worker should be allowed to work for any government, either. There’s a conflict of interest — taxpayer dollars!

    Somehow, unionization smacks of discrimination! It also smacks of control and higher prices, a slower economy, and my bad attitude towards them!

  8. R L M says:


    You’re absolutely correct about the education system being one of this great nation’s major problems. My entire family works in the education system and I teach college mathematics. I am well versed on the education system and have seen enough of its affects to know if something isn’t done we don’t stand a chance in the next 20 years. The students I see coming through college now really frighten me for the future of this country.
    About half the incoming freshmen cannot do basic math. In a class of 30 I’m surprised if 5 of them can add fractions. My mother had the high school’s Valedictorian in her developmental writing course. If the Valedictorian cannot write a paragraph than what, exactly, are they learning for those 4 years?
    It isn’t just what they don’t know that is so scary. Information can be learned. The lack of interest in learning and the seeming inability (or, sometimes, unwillingness) to think is most saddening. If a student is struggling I offer to work with them during my office hours. Maybe 1 in 20 students will make the extra effort to come to my office. The others fail, all while whining about how hard it is. I make up practice exams which are near duplicates of the final and if 15% of them study the practice exam it’s a good class. Student’s don’t do homework, won’t take advantage of the offered free tutoring at the library and fail to study for exams. And the really crazy part is they do this because many of them don’t care if they fail!
    I hope and pray that something happens in the education world very quickly. The students they’re churning out now will never be able to lead this country to greatness when their time comes.

  9. Gail B. says:

    Good piece, John! Nice work.

  10. Randy Wills says:

    Great comment by “R L M”, but in some ways it’s even worse than that. Much of what little the high school graduates do “know” is wrong – particularly when it comes to values, history, and the economy.

    It’s frightening. Fortunately, there is a “remnant” who are educated in private (usually religious) schools or are “home schooled”. Of course, if the unions have their way, these alternate methods of education will be outlawed, as you say, as “unfair competition”. But what they really mean is that the course material is outside of their control, so the kids just might learn the truth.


  11. gma says:

    Mr. Feeney,
    Central Falls students overwhelmingly support the teachers in this dispute. Local news reports and hundreds of students rallying to support thier teachers are evidence that. Because you say it does not mean it’s true. I coach hockey in RI and North Providence and Johnston combined because there were not enough players to support each program. Last season each team had no more than 12 players.. Money had nothing to do with the situation…sorry but the facts are stubborn things.

  12. John Feeny says:

    GMA -
    Yes, facts are stubborn things. If I’m wrong about the reason for the merging of the two programs, then I’ll be the first to stand up and admit it. That is not, however, what I’ve been told about the situation, and I’ve got quite a few friends on the faculty there. But, whatever the truth is, it is. I’ll accept the facts, whatever they may be. I think, however, another question should be asked here…WHY are there so few hockey players for these programs? Certainly, I’m not suggesting that money or the unions have any direct bearing on that, but there is a cultural reason for it. Any ideas? I’ve plenty.

    As for Central Falls, unfortunately, I have three friends on the high school faculty and one in the elementary schools, all of whom corroborated for me the truth of the image on the news several nights ago, when the students stood behind the superintendent in a show of support. So, as you’ve said yourself, facts can, indeed, be stubborn things. I think the ‘stubborn fact(s)’ of which you speak that you need to sit down and re-assess is that your own unions and union-like mentality are leading this nation of free people to its demise. Not by itself, certainly, but it is one of the significant factors. Explain the manner in which any business (and, before you respond that teaching is ‘not a business’, please, spare me….I understand that) – store, school, government, bank, tanning salon, etc…..can operate by handsomely compensating its present AND PAST employees with top-scale pay and health benefits? Especially when there’s no real funding coming in, other than what the public is being forced to dole out, for an extraordinarily poor product? I’d love to hear the rationale for that, because even in the ‘new math’ (we even have ‘new history’, now, as well) it doesn’t work. NUMBERS can also be stubborn things. As AC/DC once sang, this is the highway to hell. Union members just don’t want to admit it to themselves, and neither do so-called ‘liberals.’

  13. Anonymous says:


    Dean Gotcher

    Diaprax and Praxis

  14. Anonymous says:

    “they need to move in the direction of some form of privatization.”

    Who’s going to teach the stupid, ignorant, poor, undisciplined, or handicapped?

    A great preponderance of parents view the current state of education by their children as daycare and the responsibility of someone else. I am not saying you’re wrong, but just a little naive in it’s solution. What percentage of the ‘public’ is going to pony up “$8,500″ per child?

    Abolish the mandate of education entitlement, unions wouldn’t be thee necessary evil. Although, watch as the chasm of class division would foreshadow the Bolshevik’s motivation.

    By societies standards and in general, educators are rarely respected or revered. If they were, wouldn’t you think exceptional teachers would leave for private sector jobs as the compensation (value of worth) would warrant it?
    I am sure there may be the exception, but hardly the rule, even in affluent communities.

    “Idiocracy” is a painful to watch movie, but, yet, quite poignant to today and where we are headed.

    Considering the legal climate, society needs a vast overhaul before any type of education adjustment, in any direction, can be undertaken. Consider the nations largest employer, WalMart,[shudder] currently, students are vastly over-educated. (note: these aren’t temp jobs)

    ps. Free-market and capitalism are two vastly different concepts. Most unions are quite adept in their application of capitalistic ideals.

  15. John Feeny says:

    I think they’d be willing to pony up $8,500 per child if that amount were deducted from their taxes. Further, if each school were required to charge the same exact figure…no more, no less…then parents would then be choosing on quality, and depending on which school they might choose, their decision might even foment movement between towns, thereby making school choice important for the ‘town elders’ beyond mere educational concerns.

    Look, while I have plenty of experience as an educator and know a great deal about the subject matter, I think that I was pretty clear in my admission that my thoughts are only general starting points. There’s no question that there’s much, much more to consider beyond my initial suggestions. Your points, however, are very good ones.


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