Fri, Nov 23rd - 8:17PM
My motivation for school was pretty well shot before I ever got to High School because it was obvious to me that the main purpose of public education was providing employment for schoolteachers. In 2nd grade I could read 6th grade+ level books and could do mathematics beyond my grade level, but when I asked the principal about getting progressed to a higher grade he said they didnt do that because the school gets funds for each student enrolled. I was put in advanced classes but at different times when I asked Elementary School teachers and principals about getting put in a higher grade I received the same response. In the meantime lazy and mentally challenged students were able to get high grades because they were given classes and assignments that were several grade levels below their actual grade. When I enquired about that I learned that schools don’t get certain funds if a student doesn’t graduate a grade so they dumbed-down classes and assignments for slow or lazy students to make sure they can graduate to the next grade. (Most cases of this that I saw were obviously just lazy. That is, in my opinion.) In 7th and 8th grade I was doing college level work, which still makes me wonder why I was still in school. In High School I was in numerous classes in which the teachers were so busy trying to find out what students already knew or expecting me to read their minds that they didnt actually teach anything, while students who used Cliffs Notes or plagiarized or got their parents to do their homework were praised as good examples. The core classes I had to pass to graduate were repeats of Elementary School, which left me wondering why I was still in school. All of this comes to mind when certain issues involving public education arise.
Movements and legislation to coerce teenagers into staying in school are not ultimately based on concern for the interests and welfare of youths. If this were the case intelligent and knowledgeable students would be encouraged to get a GED and seek employment or go on to college or vocational school. The real issue is government control. Free public education became compulsory continued education to encourage perpetual childhood or produce artificially extended adolescence and further enable indoctrination in statism, secularism, and humanism.