A civilized student revolution is the place to start.

As the quality of our public schools and Universities plunge, the academic morons chant endlessly the three big lies; that the problem is the government doesn’t provide enough money, classes are too large and, of course, the really big problem is the parents! They say if lazy parents would just teach their unruly children a little respect and discipline they would behave in school – riiiiiiiiiiiiight.

Most of you will probably agree that you can get away with a lot more at school than you can at home. If the blame can be laid at the feet of the parents it is only because they have allowed the schools to usurp their parental responsibility. Mychal Massie agreed that parents need to step up and take a larger role in managing their children’s education when he said, “Not every public school is bad, and not every private school is good. I agree that, thanks to Jimmy Carter’s creation of the Department of Education, we now have commissioned centers of agitprop, i.e., government schools that have taught state-sponsored liberalism and misinformation for nearly four decades. I still argue that this only takes place because parents have abdicated their responsibility for the education of their children.” Amen.

In good faith, most parents have assumed the schools were in fact teaching their children the skills needed to go out into the world and function as responsible productive members of society. They believed in their hearts that the schools were teaching their children the same skills they were taught. Historically the foundation of K-12 education in the United States has been the three “Rs” – reading, writing and arithmetic (for this generation: that is an old tongue in cheek joke:  “reading, ‘riting & ‘rithmatic”). Unknown to most parents, these basics have been steadily supplanted in recent years with a “progressive curriculum” emphasizing social and political issues, with devastating results. The academic skills of the average American student has been seriously degraded. You students are the ones who have been shortchanged by the very people entrusted with your education.

Without a basic competency in reading, writing and ciphering it will be difficult for you to learn much of other subjects like geography, literature, political science, biology, or anything else, yet our schools continue to obsess on socio-political indoctrination at your expense. They have become propaganda mills rather than true centers of learning. They are much more interested in pushing their nanny-state political ideology and sexual values than teaching skills that will help you succeed in life. As American students continue a 40 year decline in academic achievement our schools continue to sacrifice real life skills on the altar of liberal ideology.

Outside of a few breakout schools providing exceptional schooling – schools producing students consistently ranking high internationally – the trend for several decades has been a decline in the scholastic ability of American students compared to foreign students. Our world ranking has dropped like a stone and yet we continue to graduate students lacking basic remedial skills.

American schools which once led the world have now fallen behind many third world institutions. Incredibly, the more time American students spend in public school the more they fall behind the rest of the world. As fourth graders, U.S. students rank in the top four or five countries in the world, but as they continue on through the system they fall farther and farther behind. By the time they graduate from high school their international ranking has dropped below another forty or fifty Countries. And this gap continues to widen right on into college.

The unabashed educational establishment has all but abolished teaching its charges the skills necessary to function as independent and productive members of society in favor socio-political indoctrination. Buzz words, talking points and sound-bites that promulgate liberal ideology have replaced the traditional curriculum.

Take “diversity”, the new uber-concept. The obsession with “diversity” is a perfect example of the institutional academic retardation rampant in today’s public education system. If you attended a public school during the last ten years or are presently a student at most universities then you have been programmed like Pavlov’s dogs to respond positively to this word. Teachers, professors, schools and universities boast endlessly of their commitment to “diversity”. And now after being captive since early childhood to these academic lemmings, you know in your heart that diversity is “good”, but is it always?

Look it up. Diversity literally means “different or varied”. It implies a range of differences. Is a range of differences always a good thing?  Or can it sometimes prove an obstacle to success? Have you ever heard that too many cooks spoil the broth?

A diversity of elements in a metal alloy can give added strength or flexibility. On the other hand a diversity of elements in a metal alloy can also lead to structural weakness or too much rigidity. Exactly what influence the diversity of elements has on the alloy depends on what those “diverse” elements are and how they interact with each other. Just the fact that the elements are “diverse” has little or no bearing at all on the quality of the alloy.

A diversity of opinions in a political forum may lead to a strong consensus as well as an ideological impasse. On other occasions it can lead to chaos or anarchy. A diversity of political opinion can be desirable or make it impossible to forge a cohesive effort – again, depending on the nature of the diversity of the elements involved.

I seem to remember an ancient story of a great tower being built that was halted after a great deal of construction due to the chaos caused by the many different languages spoken by the workers. Communication became so difficult the entire project was abandoned. Apparently a diversity of languages was not a plus in the Babel construction industry.

Try an experiment – hold a pencil with one hand firmly gripping each end. Bend it until it breaks – not too difficult, huh? Now bundle as many of the same uniform size as you can comfortably hold and try it again. This time it will not be so easy.  If your bundle is sufficient you probably will not able to break it. One pencil is easy to destroy, but many together are strong enough to withstand the effort to break them because there is strength in unity.

Now take it one step further and bundle up a couple different size pencils, a piece of celery, a straw, two red vines, a dog turd and a breadstick and try to break it. That is a pretty diverse bundle and yet you can probably break it easily – Not much strength in that diversity.

Next, bundle a couple of different sized pencils, a piece of hard rubber hose, a plastic ruler, an iron rod and a steel rod (roughly the same dimensions as the original pencil) and try to break it. You will probably be unsuccessful because there is more than sufficient strength in this diversity.

So diversity by itself is neither good nor bad. It is nothing more than the definition of a range of differences. Allow me to repeat that for students who have been brainwashed into believing diversity in and of itself is a panacea: Diversity by itself is neither good nor bad. It is nothing more than the description of a range of differences. It is what that diversity brings to the process that defines its value.

“E Pluribus Unum” is our National Motto. It was adopted by our Founding Fathers in August 1776. The translation of this Latin phrase is, “Out of many, One”.  It describes an action of many uniting into one. This profound concept celebrates the value of diversity as a source of strength when used as a foundation to forge unity because there is strength in unity and as a Nation we need to be strong to survive. Remember – one pencil is easy, but many together are strong and hard to break.

This bastardization of “diversity” is only one of the many political agendas promulgated by an educational establishment apparently aimed at molding students into good little political drones instead of teaching them to think for themselves. Independent thought begets diversity. Our public schools and universities are anything but diversified. Progressive political groupthink is pervasive. “Diversity” to them, really means anything non-conservative. Try challenging your teachers to define “diversity”. Chances are, they will be unable to do so without using liberal talking points.

Surprisingly, the universities (our vaunted institutes of “higher learning”) easily outstrip the K-12 public schools in their groupthink bias. If you think the media is leftist, check out the political affiliations of college instructors. In many of our most acclaimed universities the staff is overwhelmingly liberal. In some cases entire departments are staffed by admitted leftists (by now some of you sheep are seething by my use of the term “leftist”. That is only because you have been conditioned to hear terms like “ultra right, right-wing nuts, religious far right”, etc. as accurate, but corresponding terms describing the left are generally described as hate speech by academia. You have been taught to get angry at such talk – are you?). The point is, you are being proselyted more than educated.

As public school students you have not been exposed to a diversity of ideas. Regardless of