If so, then the inverse should also hold true: that the surest way for a government to maintain its power and keep the citizenry in line is by rendering them ignorant of their rights and unable to think for themselves.
When viewed in light of the governmentâs ongoing attempts to amass power at great cost to Americansâin terms of free speech rights, privacy, due process, etc.âthe debate over Common Core State Standards, which would transform and nationalize school curriculum from kindergarten through 12th grade, becomes that much more critical.
Essentially, these standards, which were developed through a partnership between big government and corporations, in the absence of any real input from parents or educators with practical, hands-on classroom experience, and are being rolled out in 45 states and the District of Columbia, will create a generation of test-takers capable of little else, molded and shaped by the federal government and its corporate allies into what it considers to be ideal citizens.
Moreover, as Valerie Strauss reports for the Washington Post: "The costs of the tests, which have multiple pieces throughout the year plus the computer platforms needed to administer and score them, will be enormous and will come at the expense of more important things. The plunging scores will be used as an excuse to close more public schools and open more privatized charters and voucher schools, especially in poor communities of color. If, as proposed, the Common Core's 'college and career ready' performance level becomes the standard for high school graduation, it will push more kids out of high school than it will prepare for college."
With so much money to be made and so many questionable agendas at work, it is little wonder, then, that attempts are being made to squelch any and all opposition to these standards.
For example, at a recent public forum to discuss the implementation of these standards in Baltimore County public schools, one parent, 46-year-old Robert Small, found himself "pulled out of the meeting, arrested and charged with second-degree assault of a police officer" simply for daring to voice his discontent with the standards during a Q&A session with the superintendent.
Even calling this event a forum is disingenuous, given that attendees were not allowed to stand and ask questions. Instead, attendees were instructed to write their questions on a piece of paper, which the superintendent would then read and members of a panel would answer.
In other words, there would be no time or room for debate, just a one-sided discussion. And this is what life in our so-called republic of the United States has been reduced to, a one-sided monologue by government officials who neither care about what âwe the peopleâ have to say, nor are they inclined to hear us out, just so long as we pay their taxes and abide by their laws.
"Don't stand for this. You are sitting here like cattle," shouted Robert Small to his fellow attendees as he was being dragged out of the "forum" on the Common Core standards. "Is this America?"
No, Mr. Small, this is no longer America. This is, instead, fascism with a smile, sold to us by our so-called representatives, calculating corporations, and an educational system that is marching in lockstep with the governmentâs agenda.
In this way, we are being conditioned to be slaves without knowing it. That way, we are easier to control. "A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude," writes Aldous Huxley. "To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and schoolteachers."
The purpose of a pre-university education in early America was not to prepare young people to be doctors or lawyers but, as Thomas Jefferson believed, to make citizens knowledgeable about âtheir rights, interests, and duties as men and citizens.â
As Jefferson observed, "I know no safe depository of the ultimate powers of the society, but the people themselves: and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is, not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power."
Yet thatâs where the problem arises for us today. Most citizens have little, if any, knowledge about their basic rights, largely due to an educational system that does a poor job of teaching the basic freedoms guaranteed in the Constitution and the Bill of Rights.
Many studies confirm this. For instance, when Newsweek asked 1,000 adult U.S. citizens to take Americaâs official citizenship test, 29% of respondents couldnât name the current vice president of the United States.
Seventy-three percent couldnât correctly say why America fought the Cold War. More critically, 44% were unable to define the Bill of Rights. And 6% couldnât even circle Independence Day (the Fourth of July) on a calendar.
A survey of American adults by the American Civic Literacy Program resulted in some equally disheartening findings. Seventy-one percent failed the test. Moreover, having a college education does very little to increase civic knowledge, as demonstrated by the abysmal 32% pass rate of people holding not just a bachelorâs degree but some sort of graduate-level degree.
That Americans are constitutionally illiterate is not a mere oversight on the part of government educators. And things will only get worse under Common Core, which as the Washington Post reports, is a not-so-subtle attempt âto circumvent federal restrictions on the adoption of a national curriculum.â
One principal, a former proponent who is now leading the charge against Common Core, quickly realized that Common Core was not about educational reform as President Obama would have us believe.
Rather, itâs about pushing a curriculum wrapped around incessant pre-testing, testing and test prep that teaches students how to take tests but not how to think, analyze or learn.
As with most âbright ideasâ coming out of the federal government, once you follow the money trail, it all makes sense. And those who stand to profit are the companies creating both the tests that will drive the school curriculum, as well as the preparatory test materials, the computer and software industries, and the states, which will receive federal funds in exchange for their cooperation.
Putting aside the profit-driven motives of the corporations and the power-driven motives of the government, there is also an inherent arrogance in the implementation of these Common Core standards that speaks to the governmentâs view that parents essentially forfeit their rights when they send their children to a public school, and should have little to no say in what their kids are taught and how they are treated by school officials.
This is evident in the transformation of the schools into quasi-prisons, complete with metal detectors, drug-sniffing dogs, and surveillance cameras.
Equally arrogant are school zero tolerance policies that punish serious offenders of a school weapons policy the same as a child who draws a picture of a gun, no matter what the parents or students have to say about the matter.
The result is a generation of young people browbeaten into believing that they have no true rights, while government authorities have total power and can violate constitutional rights whenever they see fit.
Yet as Richard Dreyfuss, Oscar-winning actor and civics education activist, warns: "Unless we teach the ideas that make America a miracle of government, it will go away in your kids' lifetimes, and we will be a fable. You have to find the time and creativity to teach it in schools, and if you donât, you will lose it. You will lose it to the darkness, and what this country represents is a tiny twinkle of light in a history of oppression and darkness and cruelty. If it lasts for more than our lifetime, for more than our kidsâ lifetime, it is only because we put some effort into teaching what it is, the ideas of America: the idea of opportunity, mobility, freedom of thought, freedom of assembly."