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Dispel the Silence

By Gordon Francis Corbett

    We know that our freedom is in danger, because we know the necessary philosophy and facts;  and, because we know, we speak up.

    Others are silent.  Either they are oblivious to the truth, or they sense that something is wrong and fear to investigate.

    Consider just one aspect of our situation:  education.

    Sending their children to school lets "oblivious" mothers do housework or relax.  Their children's schoolbooks resemble those they used when they were young, and they think that their children's teachers teach as their own teachers did.

    Sending their children to school lets "oblivious" fathers keep a tradition.  Their parents sent them to school, and they do likewise with theirs.  They turned out well;  and, with a little luck, their children will come out fine too.

    Some oblivious parents help their children to learn.  When they begin to read their children's textbooks, at least a few realize that those books differ in important ways from those they remember.  These people wake up and speak up.  Others, not understanding, remain silent.

    We can awaken them.  We can demonstrate that their children's teachers teach little, that much of their material is wrong, and that many of their techniques stunt their children's individuality.  We show what makes textbooks good, and we explain how good education builds a student's ability to study.  Then, we point out how sound learning strengthens individuality.  When they understand all of that, they will never be oblivious again.

    Some silent parents are scared.  They sense that something is wrong with their children's books and with their children's teachers' methods, but they remain silent because they fear to confront "the authorities."

    Nevertheless, some frightened parents try to correct the textbooks' misinformation at home.  As they may not understand the psychological differences between traditional education and today's "progressive" education, they may not be able to repair the psychological damage.

    We can help these people, too.

    Fright has its limits.

    Many years ago, a little girl's mother and I attended a "parents' night" presentation.  After the principal welcomed us, we attendees went to hear the children's teachers.  My lady's daughter would shortly enter the first grade, so we went to the first grade's group.

    That class would be taught by a two-woman team.  They were pert, cheerful, and courteous.  They showed us textbooks, blackboard equipment, and other classroom impedimenta.  Then, they answered questions.

    When the mother and I left, she looked at my face and asked me what was wrong.  I could not answer.  Something bothered me, but I could not identify it.

    Gradually, I reviewed and re-assembled what we had seen.  After much fumbling and many false starts, I said that the teachers had told us everything but what and how they would teach.

    All they had left out was the content.

    Subsequently, her daughter brought home a drawing on which she had written a caption that included the word, "from," which she had misspelled, "frum."  The mother asked me what this portended.

    I replied that the first law of learning is primacy:  what one learns first sticks longest.  A corollary says that unlearning an error requires more effort and time than learning it did.  A second corollary, from the law of duration, says that the longer someone practices an error, the harder he must work to unlearn it.

    Therefore, I said, she should go to the school and request remedial action.  She telephoned the school and talked to one of the teachers.  That lady told her that correcting first-graders' spelling might crush their spirit, so they do not do that.

    Later, the mother asked for my opinion.  I repeated my comments about the laws of learning and recommended that she ask that her daughter be taught to spell.  She called, requested an appointment with the principal, demanded extra training in spelling for her little girl, and asked that in the following year, she be assigned to a traditional teacher.

    The principal agreed.

    We can reach many frightened parents by showing what inaction costs.  They want their children taught good things well.  Once they understand what the government's teaching does, they may tutor their youngsters after school.  If they can afford it, they may put them in private schools.  Some may keep them home and teach them good subjects there.

    Parental rights are not the only rights endangered.  Others are firearms owners' rights, land owners' rights, businessmen's and tradesmen's rights, and our country's right to national sovereignty.  If we choose one of these areas and learn about it, we can then "sell" that knowledge to our friends.

    Persuasion is difficult;  but, with persistence, we can learn.  We will not succeed with everyone, but we must try.

    On the outcome depends all that we hold dear.
 
 

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