13 June 2007

Peddling propaganda

Yesterday's report on British education from the independent think-tank Civitas represents a dispatch from the battlefield describing a national catastrophe. It is no surprise that pupils learn so little, say its authors, because so much curriculum time has been hijacked for the peddling of propaganda about racism, gender awareness, environmentalism and suchlike.

The High Master of St Paul's, an outstanding independent school, warns of the "terrifying absence of proper science" in the new GCSE syllabus, which is all that a modern generation of 16-year-olds is deemed capable of learning -and all, indeed, that their teachers are thought capable of teaching. ... During a recent training day for English A-level teachers, a senior examiner asserted that it is necessary to "batter out of students" the idea that there is any "correct" way of speaking English. ...

In the adult world, the gulf between educated and uneducated people is widening relentlessly. As unskilled jobs are outsourced to Asia, the future grows ever bleaker for children of any nationality who lack meaningful qualifications. Yet not only are pupils learning less than they did a generation ago, the educational establishment is also committed to principles, entrenched behind a great wire entanglement of demented ideals, which ensure that things will get worse. ...

University lecturers today demand a boycott of Israel because it oppresses the Palestinians. Yet these same ringmasters of intolerance preside over an educational system close to collapse not for lack of cash, but for lack of sanity. ... The educationalists have committed a form of child abuse all the more pernicious because, though tried and convicted on the evidence of their actions, they will never face a court. Until they can be defeated and expelled from authority and influence over British schools, our children will never begin to learn the things which are indispensable to membership of an educated society. (from ‘Education today is a form of child abuse’ by Max Hastings, Daily Mail, 12 June 2007)

The ‘educational’ system is doing exactly what it is intended to do, destroying the lives of those with above average IQs who might contribute to the advancement of science, culture or individualistic ideals.

There is no point in criticising the state educational system for its failure to impart knowledge or skills. It is reducing the freedom of the more functional and moralised sections of the population by heavy taxation and ensuring that it disgorges a largely unemployable and criminal population to make the position of the former ‘middle’ and ‘upper’ classes still worse, since they will find it almost impossible to employ them as servants in capacities in which they might have been able to operate satisfactorily, while their property and persons are at ever-increasing risk from vandalism and mugging.

It is a complete fallacy to suppose that modern society has less need for ‘unskilled’ workers than in earlier centuries. Little of what was taught in old-fashioned schools was of much relevance to most of their pupils in their adult careers.

It is not that people now need special forms of expertise in order to be employable; this idea has been around for over a century and its real motivation was, and is, to deprive those with high IQs of ancillary support staff within their households. The objective is to provide people with pretentious ‘qualifications’ to that they will consider it beneath them to do anything that is actually useful for anybody else.

They are, of course, heavily indoctrinated with egalitarian and anti-individualistic ideology, which is all that the educational system is really there to impart.

There is no solution but the abolition of state education and of compulsory education altogether.