Boyer: Progressive propaganda and the education system

Letter to the editor

“The philosophy of the schoolroom in one generation becomes the philosophy of government in the next.” Often attributed to Abraham Lincoln, the statement captures a timely truth.

French social critic Frederic Bastiat (1801–1850) once said, “The worst thing that can happen to a good cause is not to be skillfully attacked, but to be ineptly defended.” Frederic Bastiat’s quote emphasizes the importance of effectively defending a just cause. Throughout the history of our republic, there has been a lack of skillful defense of the fundamental principles that underpin our freedom. Prior to the 1960s, concepts such as private property, absolute moral principles, and free enterprise were accepted without much debate. However, there were few individuals adequately prepared to defend these ideas against the intellectual assault from modern liberalism.

The Progressives recognized this weakness and strategically targeted institutions like universities and colleges, knowing that capturing the minds of the youth would have a profound impact. These institutions, trusted by parents to instill the values of freedom, unfortunately, betrayed that trust. Two noteworthy events–the civil rights movement and the Vietnam War–provided opportunities for Progressives to sow doubt in the minds of the younger generation regarding the foundations of our society.

Rather than addressing specific social issues or questioning the judgment of our leaders, these events were used as platforms to launch attacks on the entire social fabric, including moral foundations, the economic system, and the rule of law based on natural law.

The intent was not merely to correct perceived injustices but to undermine and challenge the core principles of our society. This approach aimed to create doubt and erode confidence in the established order.

George S. Counts, author of “Dare the School Build a New Social Order?” and a prominent figure in education during the early 20th century, held more radical views than his colleagues in the Progressive education movement, including John Dewey. While conservatives often rightly criticize Dewey, Counts advocated for an even more transformative vision of education.

Counts, who was a faculty member at Columbia University Teachers College, believed that Progressive schools, such as Dewey’s Laboratory School at the University of Chicago, were limited in their impact. He argued that these schools primarily attracted children from liberal-minded upper-middle-class families who were already predisposed to embrace Progressive educational methods. According to Counts, these schools failed to address the larger issues of economic and social transformation in society. He contended that they lacked a compelling and challenging vision of human destiny.

Counts’ vision of human destiny was rooted in collectivism. He advocated for a collectivist state, where individuals work together to better society. He believed that education should play a leading role in shaping individuals to fulfill their responsibilities as members of a collective and contribute to the advancement of social and economic progress.

While George S. Counts did not provide detailed implementation strategies in “Dare the School Build a New Social Order?”, it can be inferred that he saw teacher colleges and teachers’ unions as influential entities in realizing his vision for education and societal transformation. Counts held a faculty position at Columbia University Teachers College, a prominent institution in education at the time. He believed that teacher colleges could shape and train a new generation of teachers who would embrace his collectivist vision and actively work toward social change through education.

Additionally, Counts served as the president of the American Federation of Teachers (AFT) from 1939 to 1942. This indicates his involvement in the teachers’ union movement and that he saw teachers’ unions as a means to advance his educational and social ideals. Teachers’ unions have historically played a significant role in advocating for educators’ rights, shaping education policies, and influencing the direction of the education system.

Counts believed that by exerting influence within teacher colleges and teachers’ unions, educators could be mobilized as agents of change and become what he referred to as “teacher revolutionaries.” These individuals would be equipped with the necessary knowledge, values, and commitment to bring about the desired transformation in society through their work in the classroom.

One of the concerning developments in recent decades has been the subversion of universities by Progressive radicals. In the 1960s, they attempted to destroy universities through violent means but later shifted their strategy to infiltrating the system through the tenure track. Their long-term efforts have been remarkably successful, turning American higher education into an indoctrination center for cultural Marxism, identity racism, and other anti-American ideas. Despite some courageous actions by conservative students, most higher education institutions have embraced these ideologies.

However, the Progressive agenda does not stop at higher education. Their goal is to control all levels of American education, including K-12 schooling. They have made quick progress by leveraging their influence over teachers’ unions and education schools. Figures like Bill Ayers, a co-founder of the Weather Underground turned professor, provide manuals on “teaching for social justice” that target teacher training programs and even children as young as kindergarten for radical agenda-driven indoctrination.

The effects of this systematic effort to radicalize K-12 education are being felt in school districts across the country. No aspect of the classroom is immune from indoctrination. Even subjects like arithmetic are used to present thought problems centered around “social issues” like Equity and Transgenderism. Social studies curricula have become fixated on race, gender, and climate change, designed to instill fear rather than provide a balanced education. Under the influence of Progressive teachers, America is portrayed as a nation of victims rather than a nation of immigrants.

Walt Boyer, Newberry

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