EVERY time I drop my little granddaughter at school, I feel that I have delivered her into the arms of a monster which wants to corrupt her mind and turn her against all the things she should be embracing – truth, a moral compass, natural order, a questioning attitude and hope.
I have had children and now grandchildren in the British education system continuously for more than 40 years. Over those four decades I have witnessed the steady decline in standards and curriculum content, and in the attitudes of teachers.
From nursery school to college and university, the whole structure has been seized by the left, and now, stealthily, government is making it the official young mind programming system.
Instead of setting an agenda of encouraging free thinking, generating an attitude of self-determination, and ensuring the core competences of maths, reading and writing are at the centre of primary education, my granddaughter has her mind filled with polar bears under threat of extinction, melting icecaps, female classmates becoming boys, and fiction that extols homosexual penguins as a family role model. By the end of her first, tender 11 years, she will have gone through sex education as well. She is pushed and cajoled into developing at the same rate as the government-ordained ‘standard’, otherwise she is deemed to be an under-achiever, discouraged, and stigmatised in her own eyes as somehow inadequate and of less worth than her classmates.
What hope of a bright and pleasant future do children have when they are being pushed and squeezed and manipulated into becoming a global society standard-issue commodity which falls off the end of the education conveyor belt; same colour, same shape, same pre-installed programming – no ifs, no buts, no deviations from the norm?
I know, as do most parents and grandparents, that every child is unique and different, and each develops at different rates – physically, socially, mentally and academically, and at different times will be behind or ahead of the crowd in each one of those areas. Instead of embracing and enjoying that difference and the interactions that result, the education system rejects natural development and imposes artificial constraints on what is natural, and normalises and legitimises the unnatural and immoral.
Discipline is in practical terms unenforceable in the secondary school scenario, giving the opportunity for students to be distracted from the fact that their education is becoming a stereotype indoctrination programming exercise, rather than a far-ranging education opportunity.
Dissent is quashed in college and university. Students are silenced when criticising or espousing alternatives to left-wing orthodoxies taught in class, and support of ‘right-wing’ causes or groups is a punishable offence. Midwifery students may not be opposed to abortion. Nurses having social media posts in favour of a ‘right-wing’ icon are kicked off their course. A social work student publicly favouring biblical standards is expelled from university. Deviation from the prescribed norm is not allowed, but acceptance of deviant beliefs about what is true and what is natural is required.
Where is society going to be in 50 years? Will it be in some kind of limbo where time stands still, nothing changes, nothing develops for the better because all individuality, spark of originality, challenge to the status quo, and sheer anti-conformist character has been erased? Will each successive generation be less and less opposed to the baleful intent and devious corruption of the education system, until there is nothing left to redeem us?
It is our job as parents and grandparents to take every opportunity to de-program our children and grandchildren from the coding their schools impose upon them, and free their minds from the lies and constraints of the insidiously fraudulent education machine, and introduce them to truth and opportunity and hope; to give them the confidence to be themselves rather than someone else’s idea of who and what they should be.
If I were a parent today, I would not let my young children anywhere near the state education system.
