We have experienced first hand what a virus, politicians, health experts, economists and educators can do to each other and the people they serve. When ‘fear’ can be used, the unknown always suggesting the worst possible outcome, then even more objective thinkers can be swayed. But there comes a time when the facts become known, the understanding as to contrivances to alter information for purposes other than the general population grows, and a little thinking, discernment and intuition goes a long way in making practical decisions. Matters become more individual, as they should, and less collective. The government must never own the individual. They make every attempt it seems to own the student, suggesting as educators they can do a better job than the parent. When clarity arises the individual regains his strength and want for freedom, while at the same time, the opposing forces, the government, takes exception only to become overly aggressive in exercising power. It is the nanny state against the personal code.
Educating Our Children
Having recently read an article about America’s education system during the Wuhan, or if you prefer Covid, pandemic, I am more cognizant of many issues, which all seem to do with money and control. Prior to the pandemic about 3% of children were homeschooled. But at its peak it seemed 100% had to be homeschooled. Most families choose education in government facilities (public schools), paid by our tax dollars. There are alternatives, such as private and parochial schools, school choice programs, and homeschooling, to include virtual schooling resources.
Already the government education monopoly is concerned about and increasing percentage of homeschooling when all returns to normal. If as a many as 2% more families choose to homeschool the monopoly would lose $15 Billion, “because schools are partially funded based on enrollment counts.” Education is less important than the money. Even prior to this pandemic crisis the education monopoly has fought school choice programs. Ask why would any educator not want children taught in environments the parents feel are more beneficial. It is about the money and the control. Here we go again.
Anti-homeschooling advocates have begun writing opinion pieces expressing concerns such as child abuse, and a child’s right to a meaningful education. They plan a ‘conference,’ however pro-homeschoolers are not invited. Then they will publish the results of their conference as proof of their positions, just like climate-change advocates, without adversaries to counter their claims. The article noted that 2/3’s of US students in government systems are not proficient in reading, 1 in 10 will experience sexual misconduct by school employees in HS and in general they are neither academically nor socially better off than those homeschooled.
Competition for the almighty tax appropriated dollar for schools exists with private and school choice opportunities. Parents want what is best for their children, so why can’t they choose. If private they pay extra. If school choice, they can, if permitted, move their children to a better public school. Well, for the teachers unions, tenured teachers, and the government monopoly it is not about choosing; it is about the money and opportunities for government power and employment. If the parent chooses what is best for their kids, the others lose. Special interest groups, not parents, want children to be their property, but there is the matter of legal parenthood. Whose right is it to educate children, the parents or the government. The Justice system has ruled. It is the ‘parent.’ As if this had to be adjudicated!
Note, again, that Charter Schools (a choice in some areas) receive government funding, while private schools do not.
During the lockdown there were special interest groups lobbying against virtual Charter School programs, or other virtual schools, resources readily available, that parents considered superior to what the government systems, in some cases mandated, made available. The virtual Charter Schools were receiving more requests (and added funding), thus their enrollment became greater than before Wuhan. 'What,' cried the liberals. They should have no more than before.
Students of private schools were receiving more attention from their faculties during this period of virtuality. Why you might ask? Simply because they were at risk of losing those students when schools were ordered open, and thus worked harder to educate.
This Wuhan may be making all of America’s parents more aware of those opponents to educational freedom; especially as they appear, more obvious, at a time when parents must be the teachers, or teachers assistants. Consider 'who' is in charge and the reasons why. Are the employees in government schools thinking 'what is best for the student?' Some yes, but many, at the union level, and at the upper echelons, not really. How can we have the 'who' become less self-righteous?
Choice and freedom is the answer, but also the anathema.
Be free, be independent, be objective, be selective, and be an American.
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