Trump Opens Door So We Can Purge Marxism From Public Schools…

You Are About To Find Out WHY Globalists Are Trying To Force “Mandatory Vaccines” On America’s Children…

It is all about destroying America’s very fabric.  We are in the battle for our existence as a society.  The “Elites ” want all of the US to emulate the organized, intentional failure of California – heading it into outright Communism…

But, we are fighting back – and the “Elites” are very frightened.  They should be.

By Elissa Meininger – Historian and Health Policy Analyst

Trump Issues Executive Order Calling for Local Control of K-12

 “For too long the government has imposed its will on state and local governments. The result has been education that spends more and achieves far, far, far less.  The time has come to empower teachers and parents to make the decisions that help their students achieve success,” Mr. Trump said. “My administration has been working to reverse this federal power grab and give power back to families cities [and] states — give power back to localities.”

Those were the words President Donald Trump spoke on April 26, 2017, upon signing his Executive Order to pull the federal government out of manipulating the thoughts of children attending compulsory public school.  FYI, for over 100 years Marxists have been in charge of designing curricula to condition students attending our public schools to be eager to destroy capitalism when they grew up. Their current fascination with socialism without knowing anything about it is the result.

Surprised?  As a historian, I have a habit of digging deep into history to find out what was going on when certain events happened.  Since the health care system is so central to American culture, my research led me to the history of how compulsory schooling was created in the late 1800s as a partnership between big business and Marxists, a partnership that is central to running The Swamp in Washington today, a partnership that dictates what your children are taught in public schools  and what you and your family think about in your living room. This is the same unholy alliance that also controls our health care system.

Two History Lessons They Don’t Teach in Government-Controlled Classrooms 

     – The City on the Hill

Our Founding Fathers, the Puritans who came over on glorified rowboats to tame a wilderness, were a hardy lot with deeply religious beliefs burning in their hearts.  They wanted to create a new kind of society never tried before that supported all the goodness they prayed about.

They were middle-class merchants from England.  They believed they had a covenant with God who had blessed them with the ability to run their own lives and achieve great things.  This belief is central to our American culture and unique in the world.  While the colonies were, indeed, commercial ventures being set up to plunder the natural wealth of the New World, they were also committed to creating communities that reflected Puritan values, which included prosperity for those who worked for it.  People were expected to live virtuous lives with love and charity for all, and to create governments that encouraged prosperity and kindness. Winthrop and his fellow colonists did not tolerate sloth and made every effort to help the poor improve themselves.

In fact, just before setting sail from England in 1630, John Winthrop, head of this massive group, said in his now famous sermon that God had expected them to succeed and be like a “city on the hill” that the whole world would see and try to emulate.

Their values included a system based on:

1. 1. 1. 1. Natural Law
         2. Virtue and morality based on Protestant Christianity,
         3. Free-market capitalism
         4. The sanctity of private property.

Consequently, the unique culture of our country is based on the ideas that we were blessed by God, were taught to believe in the virtues of hard work, celebrate prosperity, value ownership of private property, offer charity when genuinely needed and disdain laziness.  In short, Americans from earliest times have believed we were given much by God and much was and is expected of us. In more modern times, these values are the basis of what is called “American Exceptionalism”.

It is important to note also that a decade before Winthrop preached his City on the Hill sermon, an experiment with what is now known as Socialism was tried and rejected.  Gov. William Bradford, head of the Plymouth Colony founded in 1620 at Plymouth, Mass, had already tried to establish a Socialist system where everyone owned nothing and worked for the common good.  The idea had failed miserably because people resented assigned work with no personal benefit. As a result, within two years, the colony was on the verge of literally starving to death. Consequently, Bradford gave property to each colonist and told them they were responsible for their own needs.  It was the resulting abundant crop that year that prompted our American holiday Thanksgiving.   Socialism had failed utterly!

     – Sacred Fire of Liberty

For the next 150 years, the American Colonies thrived.  The idea that we were special was openly discussed by our Founding Fathers who spoke of the Sacred Fire of Liberty as the driving force behind the Revolution.  The birth of America was ordained by God.

“The preservation of the sacred fire of liberty, and the destiny of the republican model of government, are justly considered deeply, perhaps as finally, staked on the experiment entrusted to the hands of the American people.”
                                             –George Washington, First Inaugural Address, 1789

[America was:] “Trusted with the destinies of this solitary republic of the world, the only monument of human rights, and the sole depository of the sacred fire of freedom and self-government, from hence it is to be lighted up in other regions of the earth, if other areas of the earth shall ever become susceptible of its benign influence.”                                                                                                                                                                             –Thomas Jefferson, 1809 

“In a 2015 book entitled Exceptional: Why the World Needs a Powerful America, former U.S. Vice President Dick Cheney sets out and argues the case for American Exceptionalism, and concludes:

“We are, as Lincoln said, ‘the last, best hope of earth.’ We are not just one more nation, one more same entity on the world stage. We have been essential to the preservation and progress of freedom, and those who lead us in the years ahead must remind us, as Roosevelt, Kennedy, and Reagan did, of the unique role we play. Neither they nor we should ever forget that we are, in fact, exceptional.”

Why Marxists and Captains of Industry Joined Forces To Create “Rude Zombie Citizens”

At the end of the Civil War, thanks to the genius of enterprising individuals, railroads, great financial empires, steel mills and sundry other monuments to the Industrial Age were born.   The self-made men who gave birth to these magnificent achievements looked to Prussia to see what else they could achieve.  After all, Prussia was the engine of the Industrial Age.  Among the many things they came away with was to develop a compulsory school system along the lines the Prussians had created that was eventually adopted throughout the industrialized world.

Heretofore, Prussia had been the leading part of fragmented German fiefdoms.  Its class system was based on wealthy, titled and politically powerful people trying to figure out how to organize an uneducated population that had, in an earlier age, been considered serfs with no power.  After a disastrous war against Napoleon, where the Prussian army was not up to the task, Prussian leadership decided to organize a centrally controlled compulsory school system to meet the needs of a growing nation.  These goals were to create (P 132): 

1. 1. 1. Obedient soldiers to the army
      2. Obedient workers for mines, factories, and farms
      3. Well-subordinated civil servants, trained in their functions
      4. Well-subordinated clerks for industry
      5. Citizens who thought alike on mass issues
      6. National uniformity in thought, word, and deed

The Prussian leadership was already schooled in the psychological training procedures drawn from their knowledge of animal husbandry and equestrian training in addition to past military experience.

Americans had a different situation.   America was always a highly literate society. 

The literacy rates during the colonial period and the early history of the United States indicate that literacy was steadily growing during that time period to rather high levels. Between 1650 and 1795, for example, male literacy rates are estimated to have risen from 60 to 90 percent. By 1840, literacy was estimated to be between 91 and 97 percent. There is no evidence that there was an undersupply of schools or a lack of interest in education in the United States. (Richman 38-9) The 1828 Journal of Education, for example, reports that “our population of 12,000,000, for the education of which, we have 50 colleges, besides several times the number of well-endowed academies, leaving primary schools out of the account. For meeting the intellectual needs of this 12,000,000, we have about 600 newspapers and periodical journals.” Compare that with Poland, who at the time had a population of 20 million, yet only 15 newspapers. 

When Carl Marx came along in the 1840s, it was during a time when there were rapid changes fueling what we now call the Industrial Age. While amazing inventions were turning ordinary men into tycoons, the masses, seeing others with great wealth, were vulnerable to Marx’s steady stream of hatred of rich people and the still feudal system of government.  He divided the world into two camps – the haves and the have not’s.  The rich guys on the hill got that way, according to Marx, because they took advantage of the poor guys – the have not’s.  His writings fed on the envy and the low self-esteem of the have-nots and his remedy was to encourage a worldwide workers’ revolt to take away the wealth of the rich guys and destroy the feudal government that they ran.  The workers’ revolt never came but 24 Marxist followers of Sigmund Freud organized a think tank in the 1920s called the Frankfort School.  It was organized to develop mind control techniques to brainwash people into wanting to destroy western civilization, a topic to be covered in detail in an upcoming article.

While Marxism might be attractive in countries that had no real government and where the people were still illiterate serfs, here in America, when the Industrial Age hit us (particularly after the Civil War) we had a different situation.  Our culture was based on what John Winthrop outlined in his 1630 “City on the Hill” sermon.  We were a nation of well-educated self-determined people happily running our own lives. 

The public school system we have now took root around the turn of the 20th Century.   In 1903, industrialist John D. Rockefeller founded the General Education Board, which became the leading philanthropy which ultimately dictated how public schools were and are still run.  Many captains of industry like Rockefeller looking to gain control of an independent-thinking population supported the idea of building a nationwide compulsory public school system.  The richest man in the world, John D. Rockefeller, who ended up putting a vast fortune into building the public school system, knew what he and his industrialist colleagues didn’t want….

I don’t want a nation of thinkers.

I want a nation of workers.

Rev. Frederick T. Gates, Business Advisor to John D. Rockefeller Sr., 1913 [1] expanded upon  Rockefeller’s goals. 

“In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand.  The present educational conventions fade from our minds; and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk.  We shall not try to make these people or any of their children into philosophers or men of learning or of science.  We are not to raise up among them authors, orators, poets, or men of letters.  We shall not search for embryo great artists, painters, musicians.  Nor will we cherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, statesmen, of whom we now have ample supply.”

The General Education Board was not interested in encouraging critical thinking. Rather, its focus was on organizing children and creating reliable, predictable, obedient citizens.  As award-winning New York City teacher of the year John Taylor Gatto puts it, “school was looked upon from the first part of the 20^th Century as a branch of industry and a tool of governance.”   The Rockefellers, along with other financial elites like Carnegie and Vanderbilt, have been able to mold society by funding and pushing compulsory state schooling for the masses.

President Woodrow Wilson explained his support for mass compulsory education.

While I was doing research for this article, I learned that throughout the creation and running of our government-controlled compulsory school system, every Tom, Dick, and Harry claiming to be an expert promoted ideas, mostly Marxist, and utilized all manner of psychological techniques in order to basically brainwash students into conformist thinking.  To promote critical thinking and the desire to be a creative, self-directed individual was to be discouraged at all costs.  In addition, there is a constant need to diminish the values of religious teachings, the existence of God and the authority of parents, as they interfere with the authority of school officials to program their students.  In short, as we see in the news every day, personal values, civilized behavior, and independent thought are shunned in favor of emotional outbursts designed to cut off thinking or allowing unapproved non-group ideas to be heard.

Of the many quotes I read from these so-called experts, many have no respect for the authority or values of parents. The most egregious one I ran across was the one Harvard psychiatrist, Chester M. Pierce provided at his keynote address at the 1973 Childhood International Education Seminar in Colorado:

Every child in America entering school at the age of five is mentally ill because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity.  It’s up to you as teachers to make all these sick children well by creating the international child of the future. (P.284 Kindle) 

Even more chilling is the government policy discussion to promote “chemical experimentation” on minors in the schools, to, no doubt, provide a chemical straightjacket for little Johnny in the first row.  He is probably fidgeting because he’d rather be out in the schoolyard blowing off steam rather than inside listening to some boring and meaningless classroom exercise.  You have to wonder about all the mind control drugs we give our children these days that we never heard of a generation ago. (P.5 Kindle) 

Then there was John Dewey, considered the father of modern education and who was an avowed atheist and Socialist.

John Dewey and his colleagues are responsible for deciding that since high literacy was an obstacle to their progressive agenda, the NEA needed to reduce emphasis on reading. Dewey’s agenda has produced absolutely tragic results in American education. He and a few other progressives brought in the system of “social studies.” Naturally, this direction soon edged God out of public school curriculums as Dewey disparaged schooling that focused on traditional character development. It’s no wonder today’s youth have a distorted view of our founders.

Dewey, in one of his famous quotes, said:

There is no God and there is no soul.  Hence, there are no needs for the props of traditional religion.  With dogma and creed excluded, then immutable truth is also dead and buried.  There is no room for fixed, natural law or moral absolutes. 

Dewey was also a major player in the Humanist movement, which has been using the public school system for almost a century to remove the basic values first laid out by the Puritans that were the basis of the American Revolution.

One of the big fights of recent years is in regard to what is called “outcome-based education”, a set of theories that, when instituted, not only exacerbate the many problems already in place but aims to further alter the future of America.  They want to ensure that we will soon be a socialist country.

The ever-changing theories about how to teach reading, a basic skill, stand out as a classic catastrophe that the public schools can take full credit for.  Reading is the key to learning critical thinking, learning history and being constantly exposed to new ideas that expand one’s knowledge about the world around them.   The contrast from being an extremely literate society since colonial times to the sorry level we have today is appalling.  Worse yet, in public school philosophy 101, we now no longer teach history or how our government works, so students, the future voters, have no idea what our country is all about or how our political system works.  It’s no wonder all the screamers on social media rant things that have no relation to reality.

Creating a nation of illiterates has succeeded very well.  John Taylor Gatto, in his book, Weapons of Mass Instruction, provides some startling statistics.  In 1940, the national literacy rate among white people was 96% and 80% among black people.  Six decades later, black illiteracy rate dropped to 40% and 17% among whites.

Even more revealing, is a letter posted in the Minneapolis Star-Tribune in 1995.  (P 11 – Kindle)

In 1995 a student-teacher of fifth graders in Minneapolis wrote a letter to the editor of the Star-Tribune complaining about radically dumbed-down curriculum.  She wrote that 113 years earlier fifth graders in Minneapolis were reading William Shakespeare, Henry Thoreau, George Washington, Sir Walter Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John Bunyan, Daniel Webster, Samuel Johnson, Lewis Carroll, Thomas Jefferson, Emerson, and others like them in the “Appleton School Reader”, but that today, I was told children are not to be expected to spell the following words correctly: back, big, call, came, can, day did, dog, down, get good, have, he home, if, in, is, like, little, man, morning, mother, my night, off, out, over, people, play, ran, said, saw, she, some, soon, their, them, time, two, too, up, us, very, water, we, went, where, when, will, would, etc. Is this nuts?

The disrespect for history is personally irksome to me. 

The decision to tell students that there is nothing relevant to know about our Founding Fathers because they were slaveholding white men is patently absurd.  To deprive students of the joy of reading the voluminous and brilliant thoughts these great men wrote and the incredibly brave things they did, things that have inspired generations of people all over the world is criminal.

When I began reading the massive research of John Taylor Gatto, considered one of the great teachers and school historians in America, I reflected on my own experiences in both public and private school.  Defacing and removing statues of famous people is now in vogue, with people like Thomas Jefferson a special target. Jefferson, considered one of the leading intellectuals of the Age of Enlightenment, was so well read his extensive library is now part of the Library of Congress.

My own experience trying to learn how to read in the public school was a failure.  My local public school (in the 1950s) had decided to try a new way of teaching reading and by the time I was in the eighth grade, none of us kids could read well.  Those whose parents could afford it sent their kids to the many private schools that were popping up all over to offer remedial reading to a whole generation of us.  I was sent to a private school in the next town and that fall I went to my first political rally.   Malcolm Forbes, publishing giant, was running for governor.  He wanted to rid the public schools of the influence of the teachers’ unions that, as he said, were sending “certified” teachers from teachers’ colleges who knew all about the latest teaching methods but nothing about the subjects they were teaching.  By contrast, Forbes pointed out, private schools were free to hire non-certified teachers who knew their subjects and if they turned out to be lousy teachers, the parents (who paid their salaries) could fire them and get someone else.

Making America Great Again – One Child at a Time

While the Fake News industry barely covered Trump’s signing his Executive Order, those of us who knew the sorry state of America’s public schools understood the earthquake this EO will cause.  When parents across the country decide to own their power and take control of what is being taught to their children in the public schools, in very short order we could see the end of the noisy and rude rabble in the streets who like to scream and make our lives miserable.  The future of America is at stake and the need to start raising mannerly adults with values and an ability to think critically is long overdue.

Believe it or not, it won’t take money to restructure the curriculum to encourage children to become spectacular adults.  It will take commitment.

Some years ago, I ran across the work of John Taylor Gatto, the teacher I mentioned before, who, after being awarded New York City Teacher of the Year in for several years in a row resigned via an article he wrote on the Editorial Page of the Wall Street Journal condemning the very system that had honored him.  He spent the rest of his life researching and writing detailed accounts about how our school system from Colonial Times became nothing more than a factory to teach children to obey orders and how not to think.

In recent years I ran across his explanation of how the Prussian school system was actually two separate systems.  One is as described above and used as the model we have in place in our compulsory public schools to teach our children how to be zombies.  The other was the one Prussian aristocrats used to train their children on how to be leaders and rulers of their nation.

While my mother was born in America, her parents were Prussian aristocrats who had immigrated to America in 1900. John’s description of the schooling for aristocrats explained why my mother was so critical about how bad my public school was and why, on the first day of attending my private school, I felt I had been let out of a cage and could breathe.  It was that distinct a difference.

The formula for setting up the goals and objectives for turning out a fully-functioning adult who would be fit to lead a nation is very simple.  John explained what he called Elite Boarding School Curriculum.  

Transcript of John Taylor Gatto’s The 14 Principles of an Elite Boarding School Curriculum Video

“Hello, I’m John Gatto. I’d like to share with you the fourteen principles that I discovered that are universal among these schools [elite private boarding schools].  Even though each is quite a different animal than the next, they all concentrate on these fourteen themes.

Theory of Human Nature

“The first of these themes is that no kid should graduate without a theory of human nature; what makes people tick, what buttons do you press to get the results from your fellow-man and woman that you want?  And where does the fund of lore come from?  Not from psychology, not even in a small way.  The fund of lore, by human nature, comes from history, philosophy, theology – that’s a curse word isn’t it in public schooling – literature, and law.  These five mighty agencies of human history and the human mind have a wealth of information about what human beings are like now, have been like, and probably always will be like.  And every kid should have a degree of expertise drawn from these sources.  I guess I should say these databases.

Active Literacies

“The second requirement of these schools is that every graduate has a strong experience with the active literacies.  Now we are all familiar with literacy as some exercise in reading.  But, the active literacies are writing and public speaking.  No matter how well-developed your mind becomes on strong texts, it’s useless to convince anyone else of your point of view unless you can write well and you can speak well.  I think we’ve come to this juncture in history believing that that’s some God-given gift that only a few people have.  I can guarantee you, as a school teacher for thirty years, that both of those skills are extremely easy to teach.

“To teach public speaking, you simply have to offer regular opportunities to speak before a group of strangers.  That could be a group as small as one, two, or three, or it could be an auditorium of strangers.  But the fact that they are people you feel uncomfortable with I think is essential.  To write well requires nothing more than that you write constantly and regularly, every day preferably.  The improvement will occur quite naturally.  At that point, you might be able to profitably use some expert interventions.  But, in the process of reaching competency, intervention is the worst possible thing; simply the practice of doing it.  So now we have a theory of human nature and skills in the active literacies.

Institutional Forms

“Number three among the curricular themes that unite these elite private boarding schools, is an insight into the major institutional forms:  institutions like our courts or our corporations or our military; including details of the ideas which drive them.  I want to give you one sample of this so you can see how seriously government schools fall short of the mark in offering insights into these institutions.  We have all heard endlessly in schools of separation of powers.  The government of the United States is divided into at least three compartments:  One, an executive compartment;.  One, a legislative compartment that is further divided into two compartments of its own;  finally, a judicial compartment.

“Now a little bit of reflection should show you what the purpose of that is.  Not that we all live in harmony and agree in times of trouble, with what to say and do, but exactly the opposite of that.  The only possible way to arrive at an approximation of truth is through argument.  The more skillful the argument on all sides will be better for the ultimate resolution of truth.  So that people who appear before you in the media and say in this time of trouble: dissent is not wanted, are truly un-American.  Because this country was the world’s first laboratory of dissent on the part of everybody.  That’s really what the American dream is largely composed of.

Good Manners and Politeness

“The fourth thing that private schools do, or elite private boarding schools do that public schools hardly touch, are the repeated exercises in the forms of good manners and politeness.  Based on the utter truth, politeness and civility are the foundations of all future relationships, all future alliances, and access to places that you may want to go.  Now don’t tell me that that’s just common sense because any public school I’ve ever been in, and I’ve been in hundreds, is the laboratory of rudeness, cruelty, sloppiness, and coarseness.

Independent Work

“The fifth thing that private boarding schools emphasize is independent work.  Think again about the possible reasons for that.  In public schools, as we know them, the teacher is charged with about eighty to ninety percent of filling the time available; one way or another.  And all the choices are the teachers’.  But, in independent private boarding education, that ratio is ideally reversed.

Grace via Physical Sports

“The sixth principle is that energetic physical sports aren’t a luxury or a way to blow off steam, but they’re absolutely the only way to confer grace on the human presence.  And that grace translates into power and into money later on.  Also, sports teach you patience in handling pain and dealing with emergencies which occur regularly in sports.

Access

“The seventh curricular them in elite private boarding schools is a complete theory of access to any workplace or any person.  You’d be better off than reading a civics textbook, to set a kid with the challenge of getting a private meeting with the mayor of Los Angeles and let him work, for a year, on constructing an access to the mayor.  Because that’s how… does that sound fanciful to you?  My kids, from a very ordinary New York public school, got access not only to New York City’s mayor, but to New York State’s governor, and CEO’s beyond count; you can do this too.  Teach your kids how to access places and people that he or she wants or needs.

Responsibility and Leadership

“Number eight is responsibility, as an utterly essential part of the curriculum.  And yes, that includes things like washing dishes.  An elite private boarding school will ask a kid to care for a horse, to take some important community service, to go for leadership in clubs; much easier to get than you think because if the club is actually doing anything, it’s a lot of hard work to be the leader and few people want that.  Always to grab for responsibility when it’s offered and to always deliver more than is asked for.

Code of Standards

“Number nine, and this is a long-range comprehensive thing that needs to be checked regularly, that you don’t ever quite get there.  It’s arrival at a personal code of standards.  Standards in production, standards in behavior, and standards in morality.

Familiarity with the Arts

“Number ten is a familiarity with the master creations in music, in painting, in dance, in sculpture, in design and architecture, and literature, and drama; to be at ease with the arts.  Because apart from religion, the arts are the only way that transcends the animal materiality of our lives… to get in touch with the bigger you.

Observation and Recording

“Number eleven is the power of accurate observation and recording.  I’ll only give you one example of how you think this way, and if you push yourself, you will be able to supply many more power of accurate observation and recording examples.  It used to be an axiom among British upper classes that if you could not draw what you saw with your eye you were in fact not seeing what was there.  So drawing wasn’t a way to kill time, but a way to sharpen the perception.

Dealing with Challenges

“Number twelve was the ability to deal with challenges of all sorts.  This one is my favorite because one person’s challenge is another person’s ho-hum.  To know what will challenge your son or your daughter you have to know your son or daughter very, very well.  If you have a kid who is painfully shy, obviously public presentations are the challenges the kid needs as a corrective, rather than live the rest of their lives. Also, if your child is a coward, that’s a harsh word, but many people are natural cowards–maybe all of us are natural cowards–until we come to see that physical challenges really aren’t so bad.  In addition, if they hurt, they don’t hurt that much.  Teach your kid if he gets knocked down always to stand back up.  If he gets knocked down again, to always stand back up again.  That would be a challenge.

Reasoning

“Number thirteen, we’re coming to the end of the curricular list, is a habit of caution in reasoning to conclusions.  Should Iraq be invaded by the most technologically sophisticated military in the history of the planet and should hundreds of billions of dollars be allotted to that purpose?  Well, maybe it should and maybe it shouldn’t.  But listening to a few government propaganda hours about the similarities between the leader of Iraq and Adolf Hitler is not the way to come to the conclusion, even though it’s the way eighty or ninety percent of us do.

Testing and Judgment

“And finally, it’s the constant development and testing of judgment.  You make judgments and discriminate value and then you follow up; you keep an eye on your predictions to see how far skewed from what actually occurs… or how consistent with what transpires things are.

“I’m John Taylor Gatto, and this is what you’ve been missing.”

MAGA TOOLKIT TO MAKE PUBLIC SCHOOLS  GREAT – FOR THE FIRST TIME

Even if you hate Trump, please understand how by giving us the right to decide what our children learn in government-run schools, he has given us the most powerful weapon we could have to restore the values that made our country great in the first place.

It’s been over a century of schools run with a Marxist agenda to manipulate and control the minds of future generations that is the heart of our culture crisis. Seeing children with bad manners scream and sometimes use violence to silence anyone who thinks differently is a desired result.  Chaos in the streets and a mob that is easily manipulated by constant hate-filled “news” from “official” sources and social networks are exactly what Marxist manipulators can use to destroy our political system as we know it.   You might want to send President Trump a thank you note so he knows you “get it” and appreciate that he gave you a major tool to restore order.                     

Get a group of like-minded people together and start working with school officials to see where to begin turning the curriculum into what the leaders of society both here and abroad provide for their children.  Remember it is not about spending a lot of money.  It’s about knowing what you want for your children.  You might check with parents who have already pulled their kids out of public school to see what teaching materials they use.  Home schoolers have very interesting teaching tools and some of the private schools have interesting ideas on how to build character and think creatively. 

Just remember, President Trump knew that if he removed the authority of the federal government to control local public school curricula, alert parents and others could figure out for themselves how to get the Marxist manipulators out of the system.

 We need a concerted effort to rescue all the kids currently there and make sure future generations can think and act like fully functioning adults.  Then we will have Made America Great Again! 

Some Interesting Resources

 School Sucks Project

Books by John Taylor Gatto

Home School Curriculum Reviews

https://tuttletwins.com/

 

By Elissa Meininger – Historian and Health Policy Analyst