Public Schools are Dangerous
In an article published by the Mises Institute, writer Thomas Eckert is one of the few making such a bold recommendation regarding the awful trend in mass school shootings. Eckert examines the role of “school” in “school shooting,” writing:
When examining school shootings between 2000-2018, we find that 94% took place at a public school. Now, let’s think about how insane that is for a moment. Had 94% of those shootings been done with an AR-15, or 94% of shooters been neutralized by an armed teacher on the premises, there’s no question that the right and left would both consider it a slam dunk for their talking points. Yet, this goes largely unnoticed by those claiming to care about solutions.
And that’s not all. Unlike the hackneyed ideas thrown around in mainstream circles, abolishing public schools is good for everyone, regardless of politics. It doesn’t require confiscating private property from uninvolved third-parties or turning vast swaths of law-abiding citizens into felons overnight; it doesn’t require more tax dollars levied against property owners, regardless of whether they have schoolchildren; it doesn’t involve forcing people to be around guns against their will; and most of all, it doesn’t require a sweeping federal overhaul to be implemented, thereby forcing a one-size-fits-all solution onto 300+ million people.
Think of it this way: if you knew that crazy people were going round to all the dry cleaners in town and throwing buckets of red paint on freshly cleaned clothes, would you not be at least a little inclined to do your laundry at home? Mind you, that is not an analogy intended to equate stained clothes with slain children, not in the very least. The analogy is meant to point out that in something as insignificant as cleaning clothes we would make better decisions than we do about the welfare and education of our dear children.
It seems at once dangerous and neglectful for parents to send children to a place where the most deadly of dangers is an ever-present possibility. Sure, there are the six percent of school shootings that do not occur at public schools, but what about the 94 percent that do? Why take that chance unnecessarily?
In an elegantly written piece published by Freedom Project America entitled “Mass Shootings Spark Growing Interest in Homeschooling,” author Alex Newman reports that many parents across the country are fleeing the fear and teaching their children at home, the way so many other generations were. Newman reports:
But the fact is that, before God, prayer, morality, and common sense were expelled from school fifty years ago, school shootings and teen suicide were almost non-existent. Decreased parental involvement has also been cited as a factor.
But the increased interest in homeschooling in response to the evil that now permeates government “education” — the fruits of which include suicide, mass murder, promiscuity, abortion, and more — should be considered a welcome development. Hopefully the growing interest in homeschooling will turn into a mass exodus from government indoctrination centers in the years ahead.
While the school shootings are a horrific tragedy, they must be understood as the inevitable consequence of the lies and wickedness being pushed on children in government school. The solution is not gun control — after all, guns were far easier to access in the 1950s, and dozens of school children are massacred in knife attacks in Communist China to this day. The kids need protection not from guns or knives, but from the lies and indoctrination pushed at school that motivate people to kill.
We live in a time when millions of self-described “conservatives” send their children to government-funded schools where these families’ values are mocked and made to seem silly and out of touch. They send them to schools where when the kids get home after 8 or 9 hours of indoctrination, parents are forced not only to endure another 4 or 5 hours of homework (a concept completely foreign to education prior to the late 19th Century), but diligent and dutiful parents must deprogram their children, explaining why they don’t agree with the practices and principles that their teachers have praised all day.
All of this is apart from the legitimate fear of violence not only from armed sociopaths, but from the bullying that keeps so many kids in a state of perpetual fear of going to school in the first place. Americans’ devotion to and support of the public school culture is a mystery. One is reminded of James Madison’s statement in The Federalist, No. 46:
That the governments and the people of the States should silently and patiently behold the gathering storm, and continue to supply the materials, until it should be prepared to burst on their own heads, must appear to every one more like the incoherent dreams of a delirious jealousy, or the misjudged exaggerations of a counterfeit zeal, than like the sober apprehensions of genuine patriotism.
Are we suffering from the “misjudged exaggerations of a counterfeit zeal” when it comes to the role and the relevance of public schools? Do we not stop and consider the costs: physical, intellectual, and psychological of our perpetual support for public schools? With our lips we draw near unto doing away with the public schools and abolishing the Department of Education, but our hearts continue to somehow justify sending our precious children to those same institutions.
I’ll close with a similar question posed by Eckert in his Mises Institute article:
We’re often told that “Enough is enough” when it comes to school shootings, and I agree. Enough with the blatant partisan talking points; enough with making excuses for outdated education systems to protect the interests of unions and lobbyists at the expense of children’s lives; and enough with using the poor as a scapegoat for the necessity of public schools when they suffer the most from their underperformance. If we want to get serious about stopping future school shootings, we need to seriously discuss the future of public schooling in America.
The first of many school mass shootings occurred in 1966. Is it a coincidence that prayer was ruled unconstitutional in 1962 and reading the Bilbe in school was ruled unconstitutional in 1963. The deliberate effort to remove God from the education system (and everything else for that matter) is not without consequence.
Compulsory Public Schooling
Not long after the common school movement began, a new movement appeared. This new movement called for compulsory attendance. Massachusetts passed a compulsory education law in 1852, although the Plymouth and Massachusetts Bay settlements had compulsory laws in the seventeenth century. The New England colonies were the first to pass such laws and then the movement spread westward and south. By the time Mississippi adopted it in 1918, every state in the Nation had ratified compulsion.
As was the case with public education, the reformers gave numerous reasons in support of compulsory education. Immigration, education as a prerequisite for democracy, and the supposed evil of private schools were still offered. Now, the argument of misfit parents was added to the list of reasons. But even if one believes that forcing kids into public schools will cure society’s ills, it must do so by increasing attendance rates. The common school movement only substituted public attendance for private attendance. Did compulsory attendance laws increase attendance in schools?
The answer seems to be no. Folger and Nam studied school attendance in the late nineteenth century. They found that between 1850 and 1890, three-fourths of enrollment growth was due to population increases, while only one-fourth could be attributed to actual increases in enrollment. Their findings indicate that compulsion is a very weak factor in increasing attendance. As far as the twentieth century is concerned, Folger and Nam agree with the findings of the Chicago economist George Stigler. Stigler finds no significant correlation between compulsion and enrollment. He does note, however, that between 1900 and 1949, teacher salaries rose 709% while per-capita income rose by only 513%.
If public schools and compulsory attendance laws did not lead to increases in attendance, then why advocate either one? Or maybe a better way of phrasing the question is to ask how a system of public and compulsory education would benefit the educators and politicians who advocated such a system.
One benefit of compulsion to teachers was hinted at above—to increase their salaries. An increase in demand leads to an increase in price, ceteris paribus. So an increase in the demand for education, whether natural or coerced, raises the price of an education. These new students have to be educated by someone. And since the education system is being funded by tax dollars rather than by the demanders themselves, it becomes much easier to increase salaries (regardless of competence).
So by making the school system public rather than private, teachers and administrators also insulate themselves from the wishes of students and parents—the ultimate consumers of education. This insulation from market forces solidifies the power of the elite group of educationists for years to come. The suppliers, not the demanders, choose the curricula, the textbooks, decide the certification process for teachers, etc. They run the whole show, and only have bureaucrats to please rather than consumers. Not only are bureaucrats easier to please since they don’t spend their own money, but if the politician/bureaucrat needs information to placate angry demanders, to whom do they turn? The educationists, in the positions of power, have all of the “relevant” information. Continue at the Mises Institute…
Wi-Fi in Schools
Doctors and Scientists around the world have warned against unnecessary exposure of children to RF/microwave from wireless technology and recommend safer WIRED internet connection instead, both in school and at home. Classrooms equipped with industrial strength routers and 30+ wireless devices emit radiofrequency (microwave) radiation and put children at risk for Electromagnetic Hypersensitivity (EHS). If wireless devices, such as Wi-Fi, are used in your schools and colleges, then the health of your students, your faculty, and your staff can be at risk. This is a difficult problem but an addressable one if you act.
Background: Wireless devices transmit information using radiofrequency/microwave radiation. The international biomedical research community has been studying the biological impact of such radiation for decades, but more intensely in recent years. Thousands of peer-reviewed studies published in biomedical research journals have contributed to our understanding of this impact. So many serious biological effects have been found that immediate responsive action is warranted. Further, these biological effects are occurring at levels of radiation far lower than earlier understood. Simply stated, a worldwide health crisis is emerging and is becoming a hallmark of the 21st Century. The international biomedical research community is trying to warn us; but we, in the USA, are not yet listening. I hope this message will help to change that.
As a scientist, I (Dr. Ronald Powell) urge you to look into the health impact of the radiofrequency/microwave radiation produced by wireless devices. Examples of wireless devices of concern in our environment are Wi-Fi in all of its forms; cell phones and cell towers (especially those located on school grounds); cordless phones; wireless computers, whether desktop, laptop, or tablet versions; wireless baby monitors; wireless smart electricity meters; emerging wireless smart appliances; and microwave ovens (because they always leak radiation).
This crisis is the consequence of many factors. Here are some of them:
- All living things are bioelectrical in nature. That is why electrocardiograms and electroencephalograms work. They, of course, measure the tiny electrical signals that operate the heart and the brain. The critical tasks performed by these tiny electrical signals, and so many other electrical signals in all living things, can be disrupted by man-made radiofrequency/microwave radiation.
- The levels of man-made radiofrequency/microwave radiation in our environment are increasing exponentially and already exceed, by many orders of magnitude, the levels at which all life on Earth evolved. Simply stated, we are drowning in a rising sea of radiofrequency/microwave radiation.
- The invisible nature of radiofrequency/microwave radiation leaves the public and the decision-makers unaware of the rising levels of radiation around them.
- The genuine usefulness of wireless devices promotes denial of the risks.
- The intense advertising, the economic power, and the political power of profitable wireless industries enable them to dominate the public dialogue and to hold sway over government regulators and legislators.
- Current Federal standards for limiting the exposure of the public to radiofrequency/microwave radiation are outdated and overly permissive. Those standards are based on thermal heating alone. In effect, the Government claims that if you are not cooked too much by the radiation, then you are fine. Those Federal standards ignore the many biological effects that occur at much lower levels of radiation, leaving the public unprotected.
- Federal and state governments are advocating unlimited expansion of wireless technology, and are even co-funding such expansion and mandating the acceptance of wireless technology by the public. Such actions reflect a widespread lack of understanding of, or willful blindness to, the underlying science and its consequences for public health.
- Some of the more serious consequences of exposure to radiofrequency/microwave radiation (such as DNA damage, cancer, and infertility) are especially nefarious because they give no early warning signs.
- Other consequences of exposure do give early warning signs (such as sleep disruption, headaches, fatigue, ringing in the ears, memory loss, dizziness, heart arrhythmia, and many others); but those signs are too often dismissed because they can have other causes as well, complicating identification of the true cause.
- The absence of routine training of physicians in the biological effects of radiofrequency/microwave radiation makes it difficult for physicians to identify the causes and to provide responsive guidance.
- Even aware individuals cannot control their exposure in any environment shared with others, because the radiation around them, much like second-hand smoke, is forced on them by unaware individuals. Only governments can fully solve this problem, but they are currently part of the problem. For now the public will have to protect itself, and that will require public education and action.
Fortunately, many of the services that wireless devices offer can be realized with much safer wired devices. The wired devices achieve connectivity with fiber-optic, coaxial, or Ethernet cables. The wired devices are faster, more reliable, and more cyber secure. They are, however, less mobile, often less convenient, and somewhat more expensive to install. But those drawbacks pale in comparison to the benefits of good health.
Simply stated, schools and colleges can protect their students, staff, and faculty from the health risks posed by wireless devices, including Wi-Fi, by converting to safe wired connectivity. If your institution lacks the resources to convert now, do consider shutting down your wireless devices anyway and converting as soon as you can. You can advance learning without leaving a trail of illness behind you, some of which can be lifelong.
Q: Were schools adding 5G towers during the COVID-19 lockdown, unbeknownst to parents? See here also.
Watch the playlist on the harms of WiFi below:
Convergent, Not Divergent Thinking
Most people have gotten away from divergent thinking. In fact, we are taught to be non-creative. In 1968, George Land conducted a research study to test the creativity of 1,600 children ranging in ages from three-to-five years old who were enrolled in a Head Start program. This was the same creativity test he devised for NASA to help select innovative engineers and scientists. The assessment worked so well he decided to try it on children. He re-tested the same children at 10 years of age, and again at 15 years of age. The results were astounding.
Test results amongst 5 year olds: 98%
Test results amongst 10 year olds: 30%
Test results amongst 15 year olds: 12%
Same test given to 280,000 adults: 2%
“What we have concluded is that non-creative behavior is learned.”
Surprisingly, Land said they discovered if given a problem with which they had to come up with an imaginative, and innovative solution, 98 percent of 5-year-olds tested at the “genius” level. Simply put, their answers to how the problem should be solved were brilliant. Upon entry into the school system, those numbers started to drop dramatically. When the team returned to test those same subjects at age 10, the percentage of genius-level imaginative and innovative thinkers fell to an unthinkable 30 percent. The indicators led the researchers to believe the current educational system is to blame after losing 68% of their creative thinking by age 10. The downward spiral continued to be demonstrated at age 15. When the researchers returned, the percentage of genius-level students had dropped to an abysmal 12 percent.
Land blames the Industrial Revolution and its burgeoning factories for the demise of creativity. During that era, Land said the natural approach to teaching and learning led educators to develop “factories for human beings, too, called ‘schools’ so we could manufacture people that could work well in the factories.”
Sources: Eagle Forum; EndoftheAmericanDream; TheNewAmerican.com, TheEpochTimes
Chronological History of Public Schools
San Fran Communist Teachers Drag 5-Year-Old Children with Hate Trump Signs to Rally, Coach Them on Hateful Chants
Report: Children as young as SIX are to be given compulsory self-touching lessons that critics say are sexualising youngsters
Colorado CPS Illegally Seizes Disabled Son from Cyndie Abcug without Warrant or Substantiated Claims
Research On School Safety: Schools That Allow Teachers To Carry Guns Haven’t Seen School Shootings During School Hours
France: Muslim Arrested for Plot to Commit Jihad Massacre at Nursery School
Italy: Muslim migrant bus driver rams bus full of children into cars on highway, sets it on fire
Parents Keep Kids Home and Demand Sprint Remove Cell Tower from School Property After 4 Kids and 3 Teachers Get Cancer
Federal Judge Bans Healthy Children from School for Being Unvaccinated
Italian Law Relaxing Vaccination Requirements for Public Schools Expires and Unvaccinated Children are Banned from School
