-Caveat Lector-
On 27 Jan 99, , Taylor, wrote:
> -Caveat Lector-
>
> >From This is the dawning of the New age New world Order
> DL Cuddy Phd
>
> Chapter Six
> Education, Literary Symbolism,and One-World Socialism
>
>
> Because of their desire for harmony, Masons do not say sectarian
> prayers to Jesus for example, because that would be "divisive." Perhaps this
> would explain why Horace Mann, a Mason who became known as "the father of
> American public education,"felt that our public schools should be free from
> "sectarian religious' influences."Mann became secretary to the Massachusetts
> State Board of Education in 1837 and established the first "normal" (public)
> school. His concept of "universal
> education" followed the European "Pestalozzi" schools, whose founder Johann
> Heinrich Pestalozzi (1746-1827) was a strong believer in Rousseau's
> permissive educational beliefs (as in the latter's book, Emile).
While this is an interesting history of education, what would you suggest in it's
stead?
Prior to these forward, "progressive" steps in Education, only the children of the
wealthy elite and moneyed middle-class learned to read and write. The horrors of
industrial England with it's relentless exploitation of child labor was preceded by a
primitive agricultural world ruled by church and monarchy in fuedal style, in which
only
the children of the aristocracy were "schooled" and then only in what was relative to
their prospective functions. Fuedal Europe, with its lack of education survived in
rural
areas until the end of WWII.
I am a product of "progressive" schools. These schools created people who were
trained not only to read and write, but to think for themselves. You may regret
technology and progress, but the unparalleled gains in so many areas have been
pioneered by a generation of "progressively" schooled students, who, given free rein,
found many areas in which to exercize their erudition and creativity, opening up five
decades of unparalleled "progress" and amazing advances in living standards for
many, if not all, of us.
I have also been a teacher and taught through "progressive" methods, including the
open classroom. Rather than generating chaos, children as young as 7 found the
schoolroom a place where they could work and play and develop a real love for learning.
Reading and writing skills were an object of delight, not drudgery. Math became
fascinating and relevant to real situations. Reading and math scores soared. Even the
least able were free to "make mistakes" freely and without shame, until they "got it."
And I am pleased to say that by year's end, everyone --even the least able--"got it."
Children want to learn, until the shame of their "mistakes" and the fear of humiliation
turn the classroom into a hell that anyone would want to escape. Learning is an
exploration of life. Not a dreary obligation that takes one out of life.
Would you go back to the fuedal state, ruled by the church and prayer? Would you
really bring the fear of hellfire and damnation back into the classroom? If so, you
have
a very dim view of humanity. We are no longer an agricultural society. We are no
longer an industrial society. We are in a new and different time and demands a skilled
and well-educated populace that can think, perform, invent, and innovate.
The problem with education is not "progressivism"--it is the need for brighter, more
inspired and creative teachers, who can provide rich learning environments. . The
problem with society is not progressive education. It is the enormous gap between rich
and poor, which increasingly shows young people a limitation in their future prospects
that generates a form of rage and hopelessness.
Young people are presented with a world in which only celebrities--entertainment and
sports stars--live a "real" life, realizing "The American Dream.". Where the only
upscale alternative is a corporate niche, which can no longer be considered "safe" past
the age of 40--except for the special few who can survive into upper management. Or a
menial place at the bottom of the pile, struggling with multiple, poor-paying jobs in a
struggle to survive..
Moreover, many of the public schools in many of our great cities--where the majority of
the population live and work--are shameful, Dickensian wrecks, where teachers must
provide supplies out of their own pockets, and struggle to "make do" with outdated
books and inferior materials while all the money goes to the suburbs.
The problems of education are economic and cultural. Having taught in Harlem, in
NYC., in upstate NY in a mainly rural community, and in Vermont, in a public school
that served both a wealthy community and the children of the poor who served them, I
think that young people need --in varying degrees according to the culture they come
from --structure, need the security of order, but also need the opportunity to learn
and
explore in a "progressive" atmosphere that supports learning, learning to learn,
learning
to love learning and the new vistas it opens without the limitations and strictures of
religious discipline.
Progressivism and NWO are not the same. People who are free to learn and think do
not want to be ruled by a totalitarian state. The failures of modern education have
nothing to do with progressivism. NWO is anti-progressive. It takes us back to the
days of the Industrial Revolution, reviving child labor abroad to increase its profits
without scruple. It will take us back to fuedalism, leaving us scratching in the earth
to
grow a carrot or potato to survive, as it centers our economy in the hands of the new
wealthy warlords who would offer us religion as a solace for the sorry state of our
worldly affairs.
Wanting equity and opportunity in life do not make one a communist. Progressive
education is not a NWO plot.
sno0wl
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