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The Wrong March

AFT’s Left Flank Infuriated over Clinton Endorsement

Union leftists are shocked! shocked! that the teacher union elite did not confer with them before anointing Hillary Clinton as Democratic presidential pick.

The education and mainstream media were whooping it up last week after a cadre of teacher union members laid into the American Federation of Teachers for its endorsement of Hillary Clinton as Democratic nominee for president. The headlines screamed:

The AFT’s Endorsement of Hillary Clinton Is an Insult to Union Democracy

Clinton Endorsement, Wrong For Our Union

Teachers Say No Freaking Way to AFT Endorsement of Hillary Clinton

(Mike Antonucci has a bunch more here.)

Seems that the union members are apoplectic for a couple of reasons. First, they said the announcement came too early. The angry teachers pointed to a general agreement among AFL-CIO labor leaders that none of its unions would make an endorsement before July 30th, after all candidates were properly vetted on a variety of issues. And perhaps more importantly, the aggrieved felt slighted because they were not consulted before the Clinton coronation. AFT president Randi Weingarten dismissed the dissidents’ anger by explaining that the early endorsement would enable AFT “to help Hillary shape a powerful platform and focus the conversation on the issues that matter to our members….” Weingarten also declared that AFT conducted a phone survey that contacted more than a million members, soliciting their input.

But hardcore unionistas weren’t buying anything Weingarten said. As EAG’s Kyle Olson reports, a tweet sent out by a teacher claimed the “poll that endorsed Clinton surveyed 683 of the 1.6 mil members. 0.04%.” Another tweet asserted that AFT “used telephone town halls and a web-based survey, I didn’t even know existed.” One teacher simply called the endorsement “BS.” Also, over 4,500 teachers have signed a Change.org petition demanding that AFT withdraw its endorsement.

At the core of the teachers’ anger was that they saw the endorsement as a bargain between two political cronies. Weingarten and Clinton are longtime buds, their relationship beginning early in the millennium when Clinton was a New York senator and Weingarten ran New York City’s teachers union. Also, Weingarten sits on the board of Priorities USA Action, a pro-Clinton super PAC. There are rumors that if Hillary makes it to the White House, Randi would become Secretary of Education. (Make up your own fox/henhouse type joke here.)

Many of the dissenting teachers also see Clinton as a one percenter, while viewing socialist Bernie Sanders as much more “pro-union.” (Maybe one day these unhappy union members will wake up to the fact that Randi with her half-a-million plus income is a one percenter too. Maybe.)

But the real story here is that union lefties have awakened to something those of us on the right have known for years. Union leaders don’t give a rat’s derriere about the political leanings and desires of their members. Mike Antonucci reports that an internal National Education Association survey shows that its members “are slightly more conservative (50%) than liberal (43%) in political philosophy.” Former NEA president Reg Weaver has said publicly that his union breaks down as one-third Democrat, one-third Republican and one-third “Other.” And at a panel in which I was a participant in 2013, California Teachers Association president Dean Vogel said that his union membership is 65 percent Democrat and 35 percent Republican.

With all those right-of-center union members, you’d think that the unions would at least spend some money on candidates and causes that would make them happy. But as I have written about ad nauseum, they don’t. For example, according to the Center for Responsive Politics, in 2012, AFT spent $2,110,529 on Democratic candidates for office and just $7,046 on Republicans.

The NEA is not much better. From 1989-2014, the union sent only 4 percent of its donations to Republicans, and rest assured that the few bucks they tossed at the right never wound up anywhere near any Tea Party types. Additionally, over the years NEA has lavished gifts on such leftist stalwarts as MALDEF, Planned Parenthood, People for the American Way, Media Matters, ACORN, Al Sharpton’s National Action Network and the Center for American Progress.

Now that many left-leaning teachers are having a needed “Aha!” moment, perhaps they will realize the only way to make their union truly democratic is by not making teachers pay to play. Without forced dues, the union would have to be more solicitous of its members. As things stand now, unions don’t have to care what their members think…about anything. So I welcome the newly baptized to the world that those of us right-of-center folks have inhabited for years. Now a little love for the Friedrichs Ten, maybe?

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

The Shrinking Teacher Union Brand

Teachers unions are losing members, but stubbornly stick with the same old product.

Earlier this month, the Bureau of Labor Statistics informed us that in 2014 – for the second year in a row – that there are fewer unionized than non-unionized teachers in the U.S. The reasons for this are many: more right-to-work states, a population shift to right-to-work states, an increase in mostly non-unionized charter schools and an uptick in the number of families availing themselves of school choice opportunities and sending their kids to private schools. Mike Antonucci writes, “Of the 4,535,249 teachers employed in elementary, secondary and special education in 2014, only 49 percent were union members. And the unionization rates for pre-k, kindergarten and higher education were much lower.” Antonucci also points out that while there were 34,921 more teachers overall in 2014, the unions were able to recruit only 10.7 percent of them.

By the way, it’s not just the teacher union brand that is suffering. According to the latest data, all union membership sagged to 11.1 percent, a drop from 11.3 in 2013, with just 14.6 million wage and salaried workers maintaining membership. The rate of union affiliation has been sliding for 30 years now. It did grow slightly from 12.1 percent in 2007 to 12.4 percent in 2008, but that was the only bright spot in some time for organized labor.

So in the smoke-free equivalents of smoke-filled rooms across the country, union kingpins are chewing on that old question, “What are we gonna do about this?!”

Well, where right-to-work legislation and litigation advance, unions will actually have to become responsive to the wishes of their members and make joining more attractive to would-be members. But as long as we have a forced-dues model throughout much of the land, most thoughts aren’t going in that direction. To be sure, many teachers, especially the younger ones, resent many union-mandated conventions like “last in/first out” as well as many aspects of the typical union contract strait-jacket. But politics plays an important role in the problem for teachers of all ages.

Politically speaking, responsiveness to its members has never been a hallmark of the teacher union elite. A small vocal and radical few determine policy for the larger group who are either ignorant of their actions, apathetic about politics, or they are intimidated by the more vociferous members. If you have any doubts about union-leadership politics, just look at the presidents of large union locals like Bob Peterson (Milwaukee), Alex Caputo-Pearl (Los Angeles) and Karen Lewis (Chicago) – all socialist-leaning, community-organizing practitioners. While not every state and local union leader falls into this category, an overwhelming majority do, despite an internal poll by the National Education Association which found that its rank-and-file is slightly more conservative (50 percent) than liberal (43 percent) in political philosophy.

In a recent piece, Bob Peterson, who doubles as a 5th grade teacher, sounded alarm bells, writing, “If Teachers Can’t Make Their Unions More Democratic and Social Justice-Minded, Public Ed Is Doomed.” At the same time he is asking unions to become more inclusive by becoming “democratic,” he rails against Scott Walker, Paul Ryan, conservatives, white-populated areas of the state, right-wing Republicans, privatization, corporate reformers, charter schools, vouchers, etc. Peterson’s union model would include efforts to raise the minimum wage, expand healthcare coverage and voter rights, implement incarceration reform, and stop “unfair hiring practices at a major federal housing project.”

When unabashed leftist – a community organizer in teacher’s clothes – Alex Caputo-Pearl became president of the United Teachers of Los Angeles least year, he talked about the importance of “social movement unionism.” Not surprisingly, socialists are very supportive of his agenda. Socialistworker.org describes him as a “veteran union militant and community organizer” and explains that Caputo-Pearl’s organizing plan includes “… increased member involvement in political action, and putting a priority on linking community-based social justice demands to our contract negotiations.”

And then there is Chicago Teachers Union chief Karen Lewis who, like Peterson and Caputo-Pearl, believes in bringing class warfare into the classroom. As reported by EAG News’ Kyle Olson, she alludes to a “lesson’ that the aforementioned Peterson uses:

‘People always talk about how that there’s no politics and values in math. That you can teach math and there’s no place for social justice. So let me tell you how Bob deals with that,’ Lewis said.

She went on to describe a math story problem about money and the cost of pencils.

‘That’s a very political statement because it’s all about consumerism – it’s about buying stuff, right?

‘Bob Peterson tells them about José working in a factory making piecemeal clothes. He uses the same numbers and gets the same answer. And yes, math is political, too.’

So no, it’s not about unions becoming more responsive to its members, but rather forcing a left-wing agenda down teachers’ – and students’ – throats. In other words, if you are a conservative, moderate, apolitical teacher or just don’t think the unions have any business getting into non-education issues, “Shut up … but keep those dues coming, and be sure to indoctrinate the kids while you are at it!”

The bottom line is that the Bob Petersons, Alex Caputo-Pearls and Karen Lewises of teacher union-world certainly don’t represent all, or even a majority of teachers. And it seems that those who don’t agree with their union’s mandatory work rules and their leader’s strident political philosophies are finding other places to work. As right-to-work laws spread across the land and school choice policies advance, teachers will have more options and won’t be forced to buy the fading teacher union brand.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

Sweatshops, Walmart, TFA, Bart Simpson and Hams for Hanukkah

Teachers unions are busier than ever pointing fingers, forming loopy alliances and making embarrassing gaffes.

A couple of weeks ago Massie Ritsch, assistant communications and outreach point man for Education Secretary Arne Duncan, left his job to take a similar position at Teach For America. And not a moment too soon!

As I wrote last week, the American Federation of Teachers has hopped into bed with the United Students Against Sweatshops. In fact, having given the group $58,650 in 2013-1014, AFT is the USAS’ biggest funder. The Harvard cell of the national group made news when it decided to target Teach For America. According to the Harvard Crimson, “The effort is part of a larger national movement started by United Students Against Sweatshops that criticizes Teach For America, a nation-wide program that recruits college graduates to teach in low-income communities for at least two years, for undermining the quality of public education.” (Emphasis added.)

Undermining public education? Funny, I thought that was the job of the teachers union.

USAS  Harvard also demands that TFA sever ties with anti-union corporations such as Walmart, which funds TFA. Reason’s Nick Gillespie clearly gets the gut-busting hubris,

We’ve all heard the stories about how smart, ambitious, and clean-smelling Harvard students are, right? I mean, Harvard is like the Cadillac of college (and I mean back when Cadillac meant high standards and luxury, not whatever it might mean today), the gold standard in a world of fiat currencies. And the students come from money, with over 45 percent hailing from families pulling in $200,000 a year (and 21 percent coming from the above-$500,000 mark).

So you can rest assured that Harvard students know what they’re talking about. And these days, they’re trying to get the university to pull out of Teach For America if it doesn’t start only placing its participants in unionized public schools. (Emphasis added.)

AEI’s Rick Hess weighs in also,

Fashioning themselves the “United Students Against Sweatshops” (it’s okay to laugh at that), these kids have taken TFA to task for being “the man”—and for turning teaching into sweatshop-like work by allowing some selected recruits to enter the classroom without slogging through the entirety of traditional teacher prep. I’m not sure where the “sweatshop” piece really surfaces here, ed schools have a hard time making the case that their grads are better after the training, and research has suggested that TFA’ers are at least as effective as traditionally trained teachers, but whatevs… Somehow, I don’t think the United Students Against Sweatshops (USAS) are all that interested in sweating these details. I’m trying to make allowance for the fact that these complaints are being offered by a bunch of 20-year-olds who don’t know anything and who’ve given every indication that they’re being funded and stage-managed by professional labor organizers who have their own agenda. But still, for reasons that escape me, they’ve been getting a fair bit of attention. (Emphasis added.)

The real problem that AFT-USAS has with TFA is that it places a great number of its teachers in charter schools, which are overwhelmingly union-free. And of course, Walmart has been a long-time punching bag for unionistas and their fellow travelers. The giant chain is not unionized, which has enabled it to keep costs down by not having to wade through the collective bargaining process. If it were up to AFT-USAS, Walmart would be unionized, the result of which would be jacked up wages leading to increased prices, which would mean fewer customers, thus forcing worker lay-offs. Now there’s a great business plan!

The teachers unions’ efforts to defame Walmart know no bounds. AFT president Randi Weingarten thought she was being oh-so-clever when she posted “Really Walmart? Ham for Hanukah” (sic) on Facebook.

Randi ham As EAG’s Kyle Olson points out, this photo is seven years old and was not even taken at Walmart – it was Balducci’s, a gourmet retailer in New York City. (And with all Weingarten’s self-righteous indignation, you’d think she would at least know how to spell Hanukkah!)

Interestingly, after being excoriated for this silly attempt to embarrass Walmart, it took her a week to remove the post. Perhaps though we can cut poor Randi some slack because she is sooooo busy!! In recent months, she has immersed herself in the Middle East (pushing Israel to adopt a “two-state solution”), developed a plan to contain Ebola and traveled to the Ukraine to “promote democratic values.” (Memo to Randi: Maybe consider spending less time play-acting as Secretary of State and tackle the New York City charter school that your union is systematically running into the ground.)

Weingarten has probably been too busy to see a recent episode of The Simpsons, which absolutely skewered the teachers unions.

Jack Lassen, voiced menacingly by Willem Dafoe, was transferred to Bart’s school during what Superintendent Gary Chalmers referred to as the “Dance of the Lemons,” in which school officials practice what little control they have over teacher unions by allowing principals to select their worst teacher to send to another school in the district.

“The union is happy, the parents are placated and only the children suffer,” Chalmers explained.

Lassen — among the group Chalmers refers to as “sociopathic child-haters who are only teachers because they got tenure after two short years” — doesn’t suffer Bart’s foolishness, responding to the mischievous one’s skeleton-in-the-closet prank by buzzing the top of his head with clippers.

When you’ve lost Bart Simpson, you just may have lost the country, as evidenced by the unions’ dismal return on the millions they spent in the November elections.

But back to USAS. Gillespie ended his Reason post with the following:

The Harvard prodigies and the organizers at USAS are about the last people standing who think that unionizing teachers is the last, best hope of improving American education, especially for students from lower-income, higher-risk-for-failure backgrounds. Good luck to them as their reactionary attitudes leave them further and further in the rear-view window as the rest of the country moves into a future of increased options for all, regardless of family income and ability to pay.

All I can add to that, Nick, is a hearty “Amen!!”

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.

California Federation of Teachers Boss Speaks Power to Troops

In a refreshingly candid speech, union leader minimizes bromides about “the children” and relentlessly bangs the class warfare drum.

In his March 22nd state-of-the-union talk to the faithful, California Federation of Teachers president Josh Pechthalt made no bones about the ultimate mission of his union. Absent were the usual silly platitudes like “working together with other stakeholders” and “if we need to strike, it will be for the children.” Nah. Pechthalt didn’t waste any time using weasel words. He went right to the heart of the union’s raison d’être, which is advancing a leftist agenda. Here are a few snippets from a speech that would have made the late Karl Marx beam:

… CFT has been a beacon of progressive, social justice unionism.

… we have consistently supported single payer health care reform….

We are currently part of a coalition with many of our Millionaires Tax and Prop 30 partners working on an effort to amend Prop 13….

The super wealthy and their swollen circle of reactionary think tanks and echo chamber conservative media are committed to eradicating what remains of the labor movement and giving corporations unlimited power over every aspect of American life.

We understand that central to the mission of public education is the need to advocate for a different kind of society…. (Emphasis in original.)

Don’t get me wrong – I am not implying that teacher union bosses don’t care about children. They care, in fact they really care, but maybe not in ways that you and I do. They tend to see children as avatars-in-training for the brave new world that they are attempting to shove down our throats.

But getting our own members organized won’t be enough. We must reach out to our students, their parents and our community members and organizations.

Pechthalt clearly gives no thought to his members who don’t have the same affection for the Comintern that he apparently does. According to Pechthalt’s counterpart, California Teachers Association president Dean Vogel, about one-third of teachers in California are Republican. I wonder what was going through their minds when Pechthalt said, “… open school libraries have become as rare as a congressional republican (sic) with something good to say about the affordable care act (sic).” But then again, it really doesn’t matter, because the way the unions have things rigged, those right-of-center members are still forced to fork over monthly dues just like everyone else. But when you are a true-believer in “social justice,” purloining money from unwilling teachers is nothing more than a bourgeois concern.

Pechthalt was especially rough on the Students Matter (Vergara v California) case, which aims to ensure that all kids in California have an effective teacher by removing the tenure, seniority and dismissal statutes from the state education code. His comments were ad hominem and oozed class warfare sentiments.

The latest attack on public education has been the Vergara lawsuit, backed by billionaires David Welch and Eli Broad and the corporate-friendly law firm of Gibson Dunn and Crutcher.

… We did that while one of the backers of the Vergara lawsuit, Eli Broad, put money into a failed secret Arizona PAC effort that pumped millions of dollars into California in the run-up to the 2012 election to try and defeat Prop 30 and try to pass prop 32, the anti-union initiative.

… The hard cold reality though is that the Vergara suit underscores our challenge: to convincingly tell our story and build deep relationships with parents and community partners in the face of (a) well-funded effort by the opponents of public education to lie and twist reality and erode our influence. (Emphasis added.)

The vilification of Broad is particularly ironic because he is a lifelong Democrat. And regardless of his political affiliation, to progressives, some billionaires are less equal than others. For instance, why the Koch Brothers are considered evil and involved in “dark money” but George Soros is portrayed as an angel of light is beyond me. (Okay, it’s not beyond me….)

And in all the yammering about billionaires and the evil rich, it’s worth noting that when it comes to political spending in California, a teachers union – the California Teachers Association – is #1 by far. Between 2000 and 2013, it spent over $290 million on candidates and causes. That was far more than dreaded corporations AT&T, Chevron and Philip Morris spent in the Golden State combined.

Pechthalt’s and CFT’s attempts to conduct class(room) warfare by aggrandizing the union movement are well-documented.  Courtesy of Kyle Olson’s Indoctrination, we know that CFT has put out “lessons” for tots as young as five. In “Trouble in the Henhouse: A Puppet Show” we find an oppressive farmer whose hens unionize and convince the heartless farmer that he’d better respect them “or else.” Then there is “The “Yummy Pizza Company,” another lesson from CFT – actually ten – that delves into the process of organizing a union local. They include instructions on how to collectively bargain as well as a sanitized look at prominent labor leaders. Click Clack Moo, a popular book promoted by CFT parent organization AFL-CIO, tells second graders about unhappy cows that refuse to work until the mean farmer is forced to meet their demands.

It’s important to note that the “workers of the world unite and bring your children to the party” mentality is hardly new for CFT. This is the organization that brought us “Tax the Rich: An Animated Fairy Tale” in 2012. This vile video pushed class warfare to the limit, attempting to whip up hatred of people who have been successful in life but “don’t pay their fair share of taxes.” As Investors Business Daily described it,

“Rich people love their money more than anything in the whole world,” narrates Hollywood actor and noted leftist Ed Asner, in tones used in reading to schoolchildren. “Over time, rich people decided they weren’t rich enough so they came up with ways to get richer.”

…The bile that oozes in the union’s puerile seven-minute screed was unspeakable: The world was a paradise full of good jobs and safe streets until “rich people” decided to get more money, so the video begins.

Instead of paying their “fair share” of taxes, the rich decided to do three things: seek tax cuts, engage in loopholes and evade taxes by shipping their fortunes to the Cayman Islands, illegally of course, mendaciously suggesting that any financial tie with the Caymans is illegal.

It only gets worse: The rich people’s supposed greed led them to buy media and politicians, with a not-so-subtle cartoon depiction of a man who looks a lot like Fox News owner Rupert Murdoch, and then money amassed as coins in big stacks, which then crashed down first on middle class people’s houses, and then on the jobs of police, firefighters, teachers and librarians.

After that “the rich” tried to blame defaulted mortgage holders and after that, teachers and firefighters (conveniently ignoring the bloated pensions and entitlements and waste that are the doings of public employee unions). “Maybe it was the firefighters,” Asner sarcastically narrated.

The scene that received the most attention was of a rich man urinating on the “poor.” CFT pulled that scene shortly after posting, but no matter, the highly offensive video was a shameful attempt to indoctrinate children into the ugly world of class conflict.

It is essential that teachers who are more in love with teaching than with CFT’s attempts to wage war on rich people stop supporting the union’s political agenda. (To learn how to do this, go here.) Until teachers do that, they are complicit in the union’s overall mission, which is dedicated to promoting class warfare and indoctrinating children.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

Kudos to the California Federation of Teachers

Instead of the usual fake teacher union concerns about “the children,” CFT’s new straightforward video unequivocally touts class warfare and vilifies rich people.

The California Teachers Association has been in the news a lot lately. In the early fall, it successfully fought to get Prop. 30 passed and to kill Prop. 32. These victories came right after the union quashed a bill that would have made it a bit easier to get sexual predators out of the classroom by shortening the endless dismissal statutes. So what’s a little brother union have to do to get some attention?

Last week, the California Federation of Teachers answered that question with a vengeance by releasing an 8 minute video promoting propaganda that would have made the late Joe Stalin proud. “Tax the Rich: An Animated Fairy Tale” pushes class warfare to a loony extent, attempting to whip up hatred of workers who have been successful in life but “don’t pay their fair share of taxes. As Investors Business Daily described it,

“Rich people love their money more than anything in the whole world,” narrates Hollywood actor and noted leftist Ed Asner, in tones used in reading to schoolchildren. “Over time, rich people decided they weren’t rich enough so they came up with ways to get richer.”

…The bile that oozes in the union’s puerile seven-minute screed was unspeakable: The world was a paradise full of good jobs and safe streets until “rich people” decided to get more money, so the video begins.

Instead of paying their “fair share” of taxes, the rich decided to do three things: seek tax cuts, engage in loopholes and evade taxes by shipping their fortunes to the Cayman Islands, illegally of course, mendaciously suggesting that any financial tie with the Caymans is illegal.

It only gets worse: The rich people’s supposed greed led them to buy media and politicians, with a not-so-subtle cartoon depiction of a man who looks a lot like Fox News owner Rupert Murdoch, and then money amassed as coins in big stacks, which then crashed down first on middle class people’s houses, and then on the jobs of police, firefighters, teachers and librarians.

After that “the rich” tried to blame defaulted mortgage holders and after that, teachers and firefighters (conveniently ignoring the bloated pensions and entitlements and waste that are the doings of public employee unions). “Maybe it was the firefighters,” Asner sarcastically narrated.

The scene that received the most attention was of a rich man urinating on the “poor.” CFT pulled that scene shortly after posting, but it is captured in a screen shot here.

Condemnations of the video, which was proudly posted on the CTA Facebook page, came from many directions. While the outrage is justified, the fact that CFT would stoop so low should not be surprising. The teachers unions have been engaging in Soviet-style class warfare for years now – most recently when they joined forces with the “occupy crowd” and self-identified as part of the 99 percent – so consider me not even mildly shocked.

The danger of this kind of animated, childish video is that it appeals to children, and unfortunately to more than a few adults who tend to see things in a simple, child-like way. Should you choose to try to undo the damage that a video like this can do, please keep the following in mind:

First make sure that whomever you are speaking to knows what the word “hypocrisy” means. In a recent post, I noted that American Federation of Teachers (CFT parent org.) President Randi Weingarten – who claims she identifies with the “99 percenters” and unceasingly promotes class warfare – pulled in a cool $556,981 in total compensation over the past year. This of course puts her, alongside the relentlessly vilified Koch Brothers, firmly in the 1 percent camp. Dennis Van Roekel, President of the National Education Association (CTA parent org.), made $389,620 last year, after pulling in a hefty $543,868 the year before. (Perhaps their justification for such high salaries is that it is very hard work to fight reformers who are actually concerned about educating children.) And as you go down the line of the Politburo – I mean union officers – you will see that they too make a boatload of money.

One of the more idiotic assertions in the video – and there are so many – is that the government favors the rich at the expense of “ordinary people.” But via Kyle Olson, we get to see a New York Times list of the many ways that the “non-rich” benefited from President Obama’s $787 billion stimulus package:

– Help states prevent cuts to essential services like education – $53.6 billion

– Extend and increase unemployment compensation – $35.8 billion

– Health coverage under Cobra – $25.1 billion

– Increase food assistance – $20.9 billion

– Increase the maximum Pell Grant by $500 – $15.6 billion

– Provide cash payment to seniors, disabled veterans and other needy individuals – $14.4 billion

– Provide additional money to schools serving low-income children – $13 billion

– Provide additional money for special education – $12.2 billion

– Create new bonds for improvements in public education – $10.9 billion

Then for world class hypocrisy there’s this: According its latest available income tax forms, CTA and CFT collectively take in over $200 million a year. But as 501(c)(5)s, the unions have a special tax exempt status with the IRS that is accorded to “Labor, Agricultural, and Horticultural Organizations.” Hence, the teachers unions are corporations that pay no money in federal or state taxes.

But there is a bigger picture here, and it is bloated with cant. First, CTA manages to siphon off $647 a year (CFT grabs “only” $419) from every teacher in the state in forced union dues. Then it turns around and spends much of those dues on politicking; CTA alone spent over $211 million on politicking from 2000-2009 – frequently on issues that have nothing to do with teachers or kids – and supporting causes that are contrary to the positions of many of its members. Then the union elites have the audacity to go on offense and whine about millionaires and billionaires “not paying their fair share of taxes” when they don’t pay a penny, and all the while funding politicians who ensure that CTA’s and CFT’s pilfer-and-spend scheme rolls on undisturbed.

But CTA and other teachers unions can snooker people only for so long. Far from being a part of the 99%, they are big special interest businesses – spending millions to maintain their monopoly over American education, while not paying a penny in taxes. As Troy Senik wrote last year in Public Sector Inc., “The CTA is the one percent.” And poll after poll has shown that the general public is starting to catch on. But realistically, what can be done? For starters, it would behoove every parent to ask the teachers of their children what their take on this video is. The time has come for parents to find out about the people they entrust their children with for 6 or 7 hours a day.

And teachers – you are subsidizing this very dishonest, deceitful and downright hateful video. Do you really want your dues money going to entities that make and promote efforts like this? If you don’t want to be associated with this unsavory crowd, you just might want to consider resigning and stop lining the unions’ pockets. The world won’t come to an end and you will sleep a lot better at night knowing that you are not associated with such tasteless and hypocritical demagogues.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

Republicans and Conservatives Have Lost More Than Just an Election

Restoring a school system that has been hijacked by the left should be the nation’s highest priority.

There have been endless post mortems following Barack Obama’s election victory over Mitt Romney last week. It has been posited that Romney lost because he wasn’t libertarian enough, not Tea Party enough, not socially conservative enough, didn’t reach out to minorities, was too business-like, played it too nice in the debates, etc.

Most of the articles made cogent arguments, but two of them really hit home for me. In a revealing piece in American Thinker, Los Angeles-based Republican Party leader Gary Aminoff writes,

For the past several months, in my capacity in the Republican Party, I have been speaking at middle schools and high schools around Los Angeles.  It has been very enlightening.
I love engaging with children.  Most of them are very bright and ask brilliant questions.  The questions give me insights into what they are most concerned about.  It also makes clear what they are taught — by either their parents or their teachers, or both.

To summarize — children, for the most part, believe the following:

  • Republicans care about only the rich — the top 1% — and don’t care about anyone else
  • Republicans hate people of color and especially Latinos.
  • Republicans hate gays.
  • Republicans are racist.
  • It is the government that provides jobs.  (I have asked that question many times in classrooms or assemblies.  “Who is it that creates jobs in America?”  The answer is invariably, without hesitation, “the government.”)
  • Corporations are bad, and profits are very bad.  Business shouldn’t make profits; they should give any excess money they make to their employees.
  • Taxes are good; they provide the money for the government to take care of people.
  • Government should expand and take care of everyone in the country.
  • America, rather than being a force for good in the world, has been a force for evil.
  • Government has an unlimited source of funds.  (When I ask, “Where is the government going to get the money to do all these things you want it to do?,” the answer is “taxes.”)

So either due to ambient progressivism in our curricula, a left wing bias by proselytizing teachers or parents who learned the same lessons in school that they are now teaching their children, students aren’t just uninformed, they are in fact misinformed.

Any doubts about Aminoff’s assertions can quickly be dispelled by watching this brief video posted on The Blaze. We learn that these young people, who speak in sound bites, have no knowledge of history and government structure and are clueless about the function of government. They have no idea how many members of Congress there are (200?), who Harry Reid is (a Republican leader?), or how many Supreme Court Justices we have (5? 11?). They also “know” that there is a “war on women,” and that Obama will give students an opportunity to “do something in this world.” Granted this video is not a scientific sampling of our proudly ignorant youth, but only a fool would dismiss these kids as outliers.

A look at our recent NAEP history scores should be a slap in the face to all Americans. On the 2010 test, we learned that only 12 percent of high school seniors have a firm grip on American history. Yes, we are educating students to the point that almost half the nation thinks that the cornerstone of Communism, “From each according to his ability, to each according to his needs,” is in the U.S. Constitution. Only 2 percent of high school seniors know the significance of Brown vs. the Board of Education and only 4 percent of 8th graders could explain why urban populations rose and rural populations shrank over time.

Also in American Thinker, psychologist and consultant Timothy Daughtry writes that “We lost the Republic in the classroom long before we lost it in the voting booth.”

Conservatives have long bemoaned liberal dominance in education from the universities on down, but we haven’t done anything about it.  Marxist intellectuals realized decades ago that the eventual victory of socialism would be assured if leftists dominated the educational system and used their influence to push a leftist worldview.  The power of their “long march” through the cultural institutions was that it was not necessary for students to consciously convert to socialist thinking; generation after generation would simply be gradually immersed in the assumptions and dogmas of the left.

Now, after years of patient effort, the teachers’ unions have turned America’s schools into a wholly owned subsidiary of the political left.  Conservatives have complained when reports surfaced about students being taught to sing hymns of praise to Obama, or when conservative students were harassed in class, or when examples of blatant liberal bias in textbooks came to light, but somehow we allowed ourselves to write off public schools as a lost cause.  Homeschooling and private schools gave some relief, but the idea of getting public schools to transmit a love of liberty and appreciation for free enterprise seemed hopeless.

Besides, conservatives did win occasional victories at the polls, so the republic that our founders left us still seemed capable of self-correction.  But even when conservatives won elections, the people who lost those elections taught our children the next day.  Our children learned that Reagan’s tax cuts increased the deficit, but they never heard that those tax cuts stimulated the economy and doubled revenue.  The idea that those deficits came from excessive spending was not even on the table.

So even if it had been Romney taking the oath of office in January, our children would have learned about his policies from the people who voted against those policies.  Our children — and our future voters — would have heard the shallow mantras of “tax cuts for the rich” and paying for bombs instead of schools, and many would have absorbed the rhetoric without questioning it.

As long as the left has controlled the schools, time has always been on their side.  We lost the Republic in the classroom long before we lost it in the voting booth.

It is important to emphasize that the politicizing of our schools is not a new phenomenon As Daughtry points out, it started decades ago. Kyle Olson in his valuable book, Indoctrination: How ‘Useful Idiots’ Are Using Our Schools to Subvert American Exceptionalism, describes the ways that the progressives in our society have taken over K-12 education. They have been running most of our elite colleges and schools of education for years now and this step is in keeping with their plan to transform America. In my review of Olson’s book, I added a personal note,

As a public school teacher whose career spanned four decades, I have seen the long march first hand. Perverting the traditional purpose of American education (which has been to make better and more educated citizens), progressives have been inspired by the theories of Paolo Freire, a Brazilian socialist who saw everything through a Marxist class warfare lens.

Carrying Freire’s mantle, current gurus like revolutionary terrorist Bill Ayers and the recently deceased Communist Howard Zinn have been behind the effort to destroy America as we know it. They claim that basically the U.S. and its capitalist system are the root of all evil. Unfortunately, their love-the-world/hate-America attitude has gained an incredible amount of currency in our public schools in a relatively short time. Ayers, Zinn and their ilk have essentially managed to convince much of the education establishment to abandon every teaching technique and curriculum that benefited prior generations….

So just what are we teaching our students?

In chapter after chapter, Olson meticulously details lessons being foisted on young Americans that are being taught for one purpose only – to advance the progressive agenda. A few examples:

• An examination of the nature and extent of police brutality, which is being promoted in middle schools by none other than Van Jones, conspiracy enthusiast extraordinaire.
• A clever lesson using poker chips, the aim of which is to convince students that unequal distribution of wealth has to do with the fact that the U.S. has more than its share of resources, not that we have a wealth-promoting capitalist system.
• “I Pledge Allegiance to the Earth.” Yup, no more of this silly patriotic stuff. Children, you are denizens of the earth! (I wonder what our political enemies think of this rubbish… when they stop laughing, that is.)

Rightfully, Olson reserves a special section for the unions whose far left agenda has been well documented, and have gone to great lengths to make this country over in their own image. Their attempts to indoctrinate kids and glorify the union movement are staggering. For example,

• “Trouble in the Henhouse: A Puppet Show.” In this charming bit of propaganda put out by the California Federation of Teachers aimed at kindergartners, we find an oppressive farmer whose hens unionize and convince the heartless farmer that he’d better respect them or else.
• The “Yummy Pizza Company” is another lesson from CFT — actually ten, which delve into the process of organizing a union local. They include instructions on how to collectively bargain as well as a sanitized look at prominent labor leaders.
Click Clack Moo, a popular book promoted by the AFL-CIO, tells second graders about unhappy cows that refuse to work until the mean farmer is forced to meet their demands.

But it’s even worse than Olson suggests because the progressives don’t stop at politics and economics; they are also rapidly destroying our culture. For example, led by the teachers unions, the sexualizing of American children has been in full swing for some time now. In 2005, I wrote that the National Education Association gave its prestigious Human Rights Award to Kevin Jennings, the founder of the Gay, Lesbian, Straight Education Network (GLSEN).

…GLSEN is the group that presided over the infamous “Fistgate” conference held at Tufts University in Massachusetts in March 2000, where state employees gave explicit instructions (about “fisting” and other forms of gay sexual activity) to children as young as 12. The conference was secretly recorded and can be heard here. The contents are extraordinarily vile.

Unfortunately, “Fistgate” was not an isolated incident. On April 30 of this year GLSEN held an event at Brookline High School in Massachusetts, and distributed an obscene booklet to hundreds of middle and high school students. With headings like F**kin’, S**kin’ and Spit or Swallow?, it describes various sexual practices that can only be described as perverse.

Then there is the so called FAIR Act, an obscene bit of legislation in California that brings the contributions of homosexuals and transgenders into the K-12 curriculum. Gay-Straight clubs in middle school (where parents do not have to be notified of their child’s involvement) are proliferating. And at a U.N. conference in 2011, Diane Schneider an NEA “Lesbian, Gay, Bisexual and Transgender (LGBT) Trainer of Trainers” talked about the importance of schools teaching orgasm to children as young as 11. Yes indeed, the radicals have been making alarming progress.

Another example of the progressives’ cultural agenda is which holidays are deemed significant. Few people are aware of what holiday is celebrated on November 20th. But every student at the middle school where I worked till my retirement in 2009 knows, because the school spent more time acknowledging that day “Transgender Day of Remembrance” than Veteran’s Day, November 11th. TDR was considered more worthy of the students’ time at my school than a holiday which acknowledges the contributions of American soldiers. (Maybe this shouldn’t be surprising. At the same school, posters of Che Guevara adorned the walls of no less than five classrooms, including an American history class that had no pictures of Washington or Lincoln. Che was considered a hero by these teachers who passed this admiration on to their impressionable students. Of course the real life Che was a sadistic mass murderer, but being a progressive means never having to sweat minor details like the truth.)

Thomas Jefferson wrote that schooling in America’s new democracy should be

…chiefly historical. History by apprising them of the past will enable them to judge of the future; it will avail them of the experience of other times and other nations; it will qualify them as judges of the actions and designs of men; it will enable them to know ambition under every disguise it may assume; and knowing it, to defeat its views.

How appalled and disgusted would Jefferson be upon learning what American children are being taught today! While it is undoubtedly important to stress the STEM subjects (science, technology, engineering and mathematics), the teaching of agenda-free history and civics is even more urgent. The hijacking of history and ultimately the trashing of our culture by a group of academics, educrats and unionists is destroying our nation. Unless we fight back… and soon, our country – as we have known it – will be lost forever.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

The Tragic Consequences of Social Justice Education

The president of the National Education Association continues to promote ideas that are anti-American and are turning our kids into progressive, anti-wealth, equality-obsessed robots.

Last week, the drone-like National Education Association President Dennis Van Roekel gave a talk at the annual gathering of the Nebraska State Education Association. He unleashed the same tired old class warfare hogwash that teacher union leaders have been yammering about for years. The latest version of this old whine stresses closing corporate tax loopholes. As I wrote last week, the NEA claims the U.S. can recoup $1.5 trillion in taxes if those greedy corporate types would just pay their “fair share.” Van Roekel conveniently omits the fact that NEA took in $400,000,000 in 2010-2011, mostly in dues forcibly taken from its members, and didn’t pay one red cent in taxes.

Van Roekel then reprised another union mantra – claiming that NEA must pursue “social justice.” He said,

You can’t have an organization with our core values and not care about social justice.

You can’t have a democracy and not care about social justice, whether it’s discrimination based on race or religion or sexual orientation, discrimination is discrimination and it’s wrong. And we as an organization have to stand up and say that.

The subject of social justice – its history and damage that it has caused – could fill volumes. But here is an abridged version:

Social justice (SJ) is based on the concepts of human rights and egalitarianism, and involves fostering economic equality through progressive taxation along with income and property redistribution. Around since the late 19th Century, this philosophy made its foray into education in the early part of the 20th Century when John Dewey, a progressive, and his socialist partner, George Counts, challenged teachers to replace the development of each student’s individual talents with a focus on social justice. The bedrocks of American culture and our economy — capitalism, individualism and competition — were frowned upon, to be replaced with distributive egalitarianism, collectivism and statism. Also paramount to the SJ movement was the socialization of children. Historically, schools had partnered with parents in reinforcing the values of the family. But over time, progressive educators came to assume a disproportionate role.

The progressive philosophy soon became part of the national zeitgeist with even President of the United States, Woodrow Wilson, getting into the act. He said in a speech in 1914, “I have often said that the use of a university is to make young gentlemen as unlike their fathers as possible.” (Bold added.)

The effect of the SJ movement on education cannot be exaggerated. The changes were not dramatic at first, but over the years, SJ picked up steam. By the 1960s, SJ had become mainstream, especially in our nation’s colleges. University professors who spouted this poison did much damage, as many college students of that period became the tenured radicals who still infest our schools of higher education — most notably in the social science and education departments. And therefore today, our future teachers sit at the feet of ed school professors who teach them more about how to indoctrinate students than to prepare them for the more traditional “participation in public life as well as success in private life.”

As a result, in our elementary schools, instead of learning basic skills and the real history of the country, students are all too often taught nonsense like anti-racist math and that America is evil and can be saved only by a litany of progressive “isms”– environmentalism, feminism, socialism, etc. Several months ago, I reviewed Kyle Olson’s excellent book, Indoctrination: How ‘Useful Idiots’ Are Using Our Schools to Subvert American Exceptionalism, which documents how public schools today are being used to turn children away from the ideals that have made this country extraordinary.

By the time American students finish their K-12 indoctrination, they are primed for the big finale – the university. The seeds that were planted in the elementary schools come to a hideous bloom in college. Last month, the non-partisan California Association of Scholars came out with a scathing report, A Crisis of Competence: The Corrupting Effect of Political Activism in the University of California. In his review of it, Peter Berkowitz wrote,

The analysis begins from a nonpolitical fact: Numerous studies of both the UC system and of higher education nationwide demonstrate that students who graduate from college are increasingly ignorant of history and literature. They are unfamiliar with the principles of American constitutional government. And they are bereft of the skills necessary to comprehend serious books and effectively marshal evidence and argument in written work.

Excluding from the curriculum those ideas that depart from the progressive agenda implicitly teaches students that conservative ideas are contemptible and unworthy of discussion. This exclusion, the California report points out, also harms progressives for the reason John Stuart Mill elaborated in his famous 1859 essay, “On Liberty”: “He who knows only his own side of the case, knows little of that.”

Unfortunately, while many Americans do not ascribe to SJ tenets, too many of us are ignorant of its agenda or have become apathetic to its dangers. In 2009, admitted terrorist Bill “Mad Bomber” Ayers co-edited Handbook of Social Justice in Education, a 792 page “Hate America First” manifesto which brazenly instructs teachers how to spread the collectivist dream to America’s children. As many of us emit a collective yawn, the poisoning of young minds continues unimpeded.

Is it any wonder that the “Occupy” movement is saturated with young people who, beyond a few clichés, cannot articulate what exactly it is that they are demonstrating against? They just know that some people have more money than other people and that’s just not fair. The regnant attitude is, “If you’re rich and I’m not, you owe me.” If Dennis Van Roekel and his ideological comrades have their way, the dumbing down and radicalizing of American youth will ultimately destroy the very foundation of this society. But hey – everyone will be equal, all right – equally miserable.

About the author: Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

The Brazen Hypocrisy of the Teachers Unions

When teachers unions wear their duplicity like a bright red bandana, it shows the whole world what they really are about.

Last week, New Jersey Education Association Executive Director Vincent Giordano, who makes over $500,000 a year in salary and assorted perks, shoved his foot in his mouth big time. Appearing on “New Jersey Capitol Report,” he and the host were discussing Governor Chris Christie’s plan to install a voucher system in New Jersey. Such a plan would enable students in the state’s worst performing schools to escape them with a voucher that they could use to attend a private school.

Host: The issue of fairness, I mean this is the argument that a lot of voucher supporters make. People who are well off have options. Somebody who is not well off and whose child is in a failing school, why shouldn’t those parents have the same options to get the kid out of the failing school and into one that works with the help of the state?

Giordano: Those parents should have exactly the same options and they do. We don’t say you can’t take your kid out of the public school. We would argue not and we would say ‘let’s work more closely and more harmoniously’ …

Host: They can’t afford to pay, you know that. Some of these parents can’t afford to take their child out of these schools.

Giordano: Life’s not always fair and I’m sorry about that.

Unions hate vouchers because if such a system was instituted, it would mean that more kids would be attending private schools which are not unionized. This would result in less money and power for the teachers unions. Hence, when it comes to a chance for a poor kid to go to a better school via the voucher route, the NJ union boss is essentially saying, “Sorry, but we are going to keep you in your place.” (I can imagine Giordano telling Rosa Parks after complaining that she shouldn’t have to sit in the back of the bus, “Tough cookies Rosa, life’s not always fair.”)

Not surprisingly, he was taken to task by many for his candid and callous remark.

Kevin P. Chavous, senior advisor to the American Federation for Children, called for an immediate apology from Giordano.

Julio Fuentes, President and CEO of the Hispanic Council for Reform and Educational Options (Hispanic CREO) suggested that Mr. Giordano was having a ”bad day” and that his remarks “reflect a stunning insensitivity toward children who grow up in poverty.”

Governor Christie went even further, demanding Giordano’s resignation.

While I agree with Chris Christie on many things, I strongly disagree here. I don’t want fake warm and fuzzy union leaders like Randi Weingarten, who occasionally does a good acting job pretending that she really cares about “the children.” No, I want my union leaders to be like Mr. Giordano. They obviously don’t give a rat’s behind about children, so it’s refreshing when they don’t fake it. And as such, Mr. Giordano should be commended for his forthrightness.

Another example of proudly selfish union behavior that is out in the open was recently reported by Kyle Olson.

“Imagine your organization is facing attacks from all sides. Imagine it’s losing members and revenue. Imagine governors and mayors – of both political parties – publicly denouncing your industry as “broken” and move swiftly to stifle your power and influence, while you flail away helplessly.

“What to do? What else to do but go down drinking?

“That’s what members of the National Education Association’s National Staff Organization have apparently decided. The NSO is an association of sorts for teachers’ union staff – political and communications types.

“Following an ‘Advocacy Retreat’ with the theme ‘Building Our Unionism,’ members set sail on a 7-day cruise from Miami on February 5th “with stops at Cozumel, Grand Cayman Island and Isla Roatan.” Sounds fun! [In case the Facebook link disappears, never fear: here’s a PDF of the NSO newsletter.]”

There is nothing like tough economic times for a group that subsists on union dues (taken forcibly from teachers in 27 states) to take a seven-day luxury cruise. And they don’t even bother to hide it. In fact, NSO has a post on its Facebook page brazenly touting the cruise. And they have now added another post decrying Mr. Olson’s attack on them. One respondent sniffed, “They (people like Olson and me) just don’t understand….” No, we do understand…all too well. But thanks for keeping the subject alive. Better than trying to keep it from teachers who are forced to pay millions of dollars in dues to your bosses.

Perhaps the greatest hypocrisy is that the teachers unions, and their $500,000 a year presidents, embrace the Occupy Wall Street movement. These elite union 1 percenters see the OWS crowd – the so called 99 percenters — as useful idiots who will blindly follow their diktats. The California Teachers Association and many other teachers unions have been proudly and openly supportive of this group of ne’er-do-wells, losers, rapists, communists, thieves, litterbugs and people who just don’t want to work.

In fact, on March 5th, CTA is calling for the 99 percenters to gather in Sacramento to “Occupy the Capitol.” Not only is CTA inviting the OWS rabble, they are calling for teachers to attend, even though it is a school day, thus costing taxpayers all over the state untold thousands in costs for subs and robbing children of a productive school day.

CTA is proudly promoting the event on its website. As CTA President Dean Vogel says:

“We have seen class sizes grow, college tuitions increase, and job opportunities vanish at the same time that banks have received bailouts and large corporations and millionaires have received tax cuts. We are the 99%. It’s time to put Main Street before Wall Street, and for corporations to pay their fair share of taxes.”

“We are the 99%”?! We? Some union leaders like Mr. Giordano are pulling in $500K a year. Your $200K+ isn’t too shabby either. We?!

“…for corporations to pay their fair share of taxes.”?! Fair share? The US corporate tax rate of 35 percent is second highest of all industrialized countries. In fact, President Obama, hardly a fiscal conservative, is calling for a lower corporate tax rate.

You might wonder what CTA’s tax burden is. As Mike Antonucci points out, CTA is a tax exempt organization. Hence, the corporation that “earned” $186 million in 2009 by forcibly removing money from teachers’ paychecks didn’t pay a penny in taxes. You need a power saw to cut through CTA’s contradictions. But its deceitfulness is out in the open for all to see. Good for them! Let everyone know what hypocrites you are instead of sneaking around and doing your dirty work in private.

The bottom line is that you — Giordano, the NSO and CTA leaders — are blatantly self-serving, very highly paid and running a mini-plutocracy. No, this is not a good thing. But your ongoing public arrogance is important. Please keep it up. People are finally beginning to see through you, and your brazen hypocrisy will continue to enlighten even more people about your real agenda.

And when enough people get the message that your raison-d’être is the accumulation of wealth and power and that you are the number one impediment to education reform, you will go the way of the Edsel. And justly, when you are gone, the first beneficiaries will be the poor people that Vincent Giordano, so readily dismisses.

About the author: Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.

“Indoctrination” – A Must Read For Parents, Taxpayers and Everyone Else

To a large extent, the progressives have taken over American education, are transforming it and are doing it in plain sight.

Indoctrination: How ‘Useful Idiots’ Are Using Our Schools to Subvert American Exceptionalism
is an invaluable book written by Kyle Olson, founder and CEO of the Education Action Group, an organization that is on the frontline of education reform and a champion of school choice.

In this brief and very readable book, Olson describes the ways that the progressives in our society have taken over K-12 education. They have been running most of our elite colleges and schools of education for years now and this step is in keeping with their plan to transform America.

As a public school teacher whose career spanned four decades, I have seen the long march first hand. Perverting the traditional purpose of American education (which has been to make better and more educated citizens), progressives have been inspired by the theories of Paolo Freire, a Brazilian socialist who saw everything through a Marxist class warfare lens.

Carrying Freire’s mantle, current gurus like revolutionary terrorist Bill Ayers and the recently deceased Communist Howard Zinn have been behind the effort to destroy America as we know it. They claim that basically the U.S. and its capitalist system are the root of all evil. Unfortunately, their love-the-world/hate-America attitude has gained an incredible amount of currency in our public schools in a relatively short time. Ayers, Zinn and their ilk have essentially managed to convince much of the education establishment to abandon every teaching technique and curriculum that benefited prior generations. For example, “drill and kill” has been thrown on the refuse heap; we are now supposed to let our students “discover” learning. The “sage on the stage” has been replaced by the “guide on the side.” The only problem with these techniques is that they haven’t worked, but they do sound good (at least to the progressives.) As such, we are now raising a nation of dunces.

On the 2010 NAEP history test, we learned that only 12 percent of high school seniors have a firm grip on American history. Yes, we are educating students to the point that almost half the nation thinks that the cornerstone of Communism, “From each according to his ability, to each according to his needs,” is in the U.S. Constitution. Only 2 percent of high school seniors know the significance of Brown vs. the Board of Education and only 4 percent of 8th graders could explain why urban populations rose and rural populations shrank over time.

So just what are we teaching them?

This is where Olson’s book shines. In chapter after chapter, he meticulously details lessons being foisted on students that are being taught for one purpose only – to advance the progressive agenda. A few examples:
• An examination of the nature and extent of police brutality, which is being promoted in middle schools by none other than Van Jones, conspiracy enthusiast extraordinaire.
• A clever lesson using poker chips, the aim of which is to convince students that unequal distribution of wealth has to do with the fact that the U.S. has more than its share of resources, not that we have a wealth-promoting capitalist system.
• “I Pledge Allegiance to the Earth.” Yup, no more of this silly patriotic stuff. Children, you are denizens of the earth! (I wonder what our political enemies think of this rubbish… when they stop laughing, that is.)

Rightfully, Olson reserves a special section for the unions whose far left agenda has been well documented, and who have gone to great lengths to make this country over in their own image. Their attempts to indoctrinate kids and glorify the union movement are staggering. For example,
• “Trouble in the Henhouse: A Puppet Show.” In this charming bit of propaganda put out by the California Federation of Teachers aimed at kindergartners, we find an oppressive farmer whose hens unionize and convince the heartless farmer that he’d better respect them or else.
• The “Yummy Pizza Company” is another lesson from CFT — actually ten, which delve into the process of organizing a union local. They include instructions on how to collectively bargain as well as a sanitized look at prominent labor leaders.
Click Clack Moo, a popular book promoted by the AFL-CIO, tells second graders about unhappy cows that refuse to work until the mean farmer is forced to meet their demands.

And while we are teaching our children the joys of class warfare, earth worship and the importance of union membership, other countries that are more serious about educating their young are cleaning our clocks in every international comparison available.

Actually, it is even worse than Olson suggests. There is one aspect of the progressive takeover that he gave short shrift to. Except for SB 48, an obscene bit of legislation in California which will bring the contributions of homosexuals and transgenders into the K-12 curriculum, there is little mention of the progressives’ ongoing effort to sexualize children. From Gay-Straight clubs in middle school (where parents do not have to be notified of their child’s involvement) to attempts to teach orgasm to eleven year olds, the radicals led by the National Education Association have been making alarming progress.

Another example of the progressives’ sexual agenda is which holidays are deemed important. Few people are aware of what holiday is celebrated on November 20th. But every student at the middle school where I worked till my retirement in 2009 knows, because the school spent more time acknowledging that day — “Transgender Day of Remembrance” — than Veteran’s Day, November 11th. TDR was considered more worthy of the students’ time at my school than a holiday which acknowledges the contributions of American soldiers. (Maybe this shouldn’t be surprising. At the same school, posters of Che Guevara adorned the walls of no less than five classrooms, including an American history class that had no pictures of Washington or Lincoln. Che was considered a hero by these teachers who passed this admiration on to their impressionable students. Of course the real life Che was a sadistic mass murderer, but being a progressive means never having to sweat minor details like the truth.)

Clearly Indoctrination is a book that could leave citizens in a state of great despair. But fortunately, in the last chapter, Olson lists several important ways that parents and the general public can fight back. And if this country isn’t to become permanently transformed — fight back we must. None of our international enemies are as powerful, organized and, thus far, as successful as our home grown progressives who are bent on destroying public education as we know it in America. It is imperative that we all become more knowledgeable about what is going on in our schools and take action. Kyle Olson’s Indoctrination is an excellent place to start that process.

About the author: Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers with reliable and balanced information about professional affiliations and positions on educational issues.