Children of Big Brother

'we own your children...'

Joel Walbert

Sep 07, 2024

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Children of Big Brother: What It Means to Go Back-to-School in the American Police State

By John & Nisha Whitehead

September 03, 2024

“Every day in communities across the United States, children and adolescents spend the majority of their waking hours in schools that have increasingly come to resemble places of detention more than places of learning.”—Investigative journalist Annette Fuentes

It’s not easy being a child in the American police state.

Danger lurks around every corner and comes at you from every direction, especially when Big Brother is involved.

Out on the streets, you’ve got the menace posed by police officers who shoot first and ask questions later. In your neighborhoods, you’ve got to worry about the Nanny State and its network of busybodies turning parents in for allowing their children to walk to school alone, walk to the park alone, play at the beach alone, or even play in their own yard alone.

The tentacles of the police state even intrude on the sanctity of one’s home, with the government believing it knows better than you—the parent—what is best for your child. This criminalization of parenthood has run the gamut in recent years from parents being arrested for attempting to walk their kids home from school to parents being fined and threatened with jail time for their kids’ bad behavior or tardiness at school.

This doesn’t even touch on what happens to your kids when they’re at school—especially the public schools—where parents have little to no control over what their kids are taught, how they are taught, how and why they are disciplined, and the extent to which they are being indoctrinated into marching in lockstep with the government’s authoritarian playbook.

The message is chillingly clear: your children are not your own but are, in fact, wards of the state who have been temporarily entrusted to your care. Should you fail to carry out your duties to the government’s satisfaction, the children in your care will be re-assigned elsewhere.

This is what it means to go back-to-school in America today: where parents have to worry about school resource officers who taser teenagers and handcuff kindergartners, school officials who have criminalized childhood behavior, school lockdowns and terror drills that teach your children to fear and comply, and a police state mindset that has transformed the schools into quasi-prisons.

Instead of being taught the three R’s of education (reading, writing and arithmetic), young people are being drilled in the three I’s of life in the American police state: indoctrination, intimidation and intolerance.

Indeed, while young people today are learning first-hand what it means to be at the epicenter of politically charged culture wars, test scores indicate that students are not learning how to succeed in social studies, math and reading. Rather, government officials are churning out compliant drones who know little to nothing about their history or their freedoms.

In turn, these young people are being brainwashed into adopting a worldview in which rights are negotiable rather than inalienable; free speech is dangerous; the virtual world is preferable to the real world; and history can be extinguished when inconvenient or offensive.

What does it mean for the future of freedom at large when these young people, trained to be mindless automatons, are someday running the government?

Under the direction of government officials focused on making the schools more authoritarian (sold to parents as a bid to make the schools safer), young people in America are now first in line to be searched, surveilled, spied on, threatened, tied up, locked down, treated like criminals for non-criminal behavior, tasered and in some cases shot.

From the moment a child enters one of the nation’s 98,000 public schools to the moment he or she graduates, they will be exposed to a steady diet of:

draconian zero tolerance policies that criminalize childish behavior,
overreaching anti-bullying statutes that criminalize speech,
school resource officers (police) tasked with disciplining and/or arresting so-called “disorderly” students,
standardized testing that emphasizes rote answers over critical thinking,
politically correct mindsets that teach young people to censor themselves and those around them,
and extensive biometric and surveillance systems that, coupled with the rest, acclimate young people to a world in which they have no freedom of thought, speech or movement.

This is how you groom young people to march in lockstep with a police state.

As Deborah Cadbury writes for The Washington Post, “Authoritarian rulers have long tried to assert control over the classroom as part of their totalitarian governments.”

In Nazi Germany, the schools became indoctrination centers, breeding grounds for intolerance and compliance.

In the American police state, the schools have become increasingly hostile to those who dare to question or challenge the status quo.

America’s young people have become casualties of a post-9/11 mindset that has transformed the country into a locked-down, militarized, crisis-fueled mockery of a representative government.

Roped into the government’s profit-driven campaign to keep the nation “safe” from drugs, disease, and weapons, America’s schools have transformed themselves into quasi-prisons, complete with surveillance cameras, metal detectors, police patrols, zero tolerance policies, lock downs, drug sniffing dogs, strip searches and active shooter drills.

Students are not only punished for minor transgressions such as playing cops and robbers on the playground, bringing LEGOs to school, or having a food fight, but the punishments have become far more severe, shifting from detention and visits to the principal’s office into misdemeanor tickets, juvenile court, handcuffs, tasers and even prison terms.

Students have been suspended under school zero tolerance policies for bringing to school “look alike substances” such as oregano, breath mints, birth control pills and powdered sugar.

Look-alike weapons (toy guns—even Lego-sized ones, hand-drawn pictures of guns, pencils twirled in a “threatening” manner, imaginary bows and arrows, fingers positioned like guns) can also land a student in hot water, in some cases getting them expelled from school or charged with a crime.

Not even good deeds go unpunished.

One 13-year-old was given detention for exposing the school to “liability” by sharing his lunch with a hungry friend. A third grader was suspended for shaving her head in sympathy for a friend who had lost her hair to chemotherapy. And then there was the high school senior who was suspended for saying “bless you” after a fellow classmate sneezed.

Having police in the schools only adds to the danger.

Thanks to a combination of media hype, political pandering and financial incentives, the use of armed police officers (a.k.a. school resource officers) to patrol school hallways has risen dramatically in the years since the Columbine school shooting.

Indeed, the growing presence of police in the nation’s schools is resulting in greater police “involvement in routine discipline matters that principals and parents used to address without involvement from law enforcement officers.”

Funded by the U.S. Department of Justice, these school resource officers have become de facto wardens in elementary, middle and high schools, doling out their own brand of justice to the so-called “criminals” in their midst with the help of tasers, pepper spray, batons and brute force.

In the absence of school-appropriate guidelines, police are more and more “stepping in to deal with minor rulebreaking: sagging pants, disrespectful comments, brief physical skirmishes. What previously might have resulted in a detention or a visit to the principal’s office was replaced with excruciating pain and temporary blindness, often followed by a trip to the courthouse.”

Not even the younger, elementary school-aged kids are being spared these “hardening” tactics.

On any given day when school is in session, kids who “act up” in class are pinned facedown on the floor, locked in dark closets, tied up with straps, bungee cords and duct tape, handcuffed, leg shackled, tasered or otherwise restrained, immobilized or placed in solitary confinement in order to bring them under “control.”

In almost every case, these undeniably harsh methods are used to punish kids—some as young as 4 and 5 years old—for simply failing to follow directions or throwing tantrums.

Very rarely do the kids pose any credible danger to themselves or others.

Unbelievably, these tactics are all legal, at least when employed by school officials or school resource officers in the nation’s public schools.

This is what happens when you introduce police and police tactics into the schools.

Paradoxically, by the time you add in the lockdowns and active shooter drills, instead of making the schools safer, school officials have succeeded in creating an environment in which children are so traumatized that they suffer from post-traumatic stress disorder, nightmares, anxiety, mistrust of adults in authority, as well as feelings of anger, depression, humiliation, despair and delusion.

For example, a middle school in Washington State went on lockdown after a student brought a toy gun to class. A Boston high school went into lockdown for four hours after a bullet was discovered in a classroom. A North Carolina elementary school locked down and called in police after a fifth grader reported seeing an unfamiliar man in the school (it turned out to be a parent).

Police officers at a Florida middle school carried out an active shooter drill in an effort to educate students about how to respond in the event of an actual shooting crisis. Two armed officers, guns loaded and drawn, burst into classrooms, terrorizing the students and placing the school into lockdown mode.

These police state tactics have not made the schools any safer.

The fallout has been what you’d expect, with the nation’s young people treated like hardened criminals: handcuffed, arrested, tasered, tackled and taught the painful lesson that the Constitution (especially the Fourth Amendment) doesn’t mean much in the American police state.

Likewise, the harm caused by attitudes and policies that treat America’s young people as government property is not merely a short-term deprivation of individual rights. It is also a long-term effort to brainwash our young people into believing that civil liberties are luxuries that can and will be discarded at the whim and caprice of government officials if they deem doing so is for the so-called “greater good” (in other words, that which perpetuates the aims and goals of the police state).

What we’re dealing with is a draconian mindset that sees young people as wards of the state—and the source of potential income—to do with as they will in defiance of the children’s constitutional rights and those of their parents. However, this is in keeping with the government’s approach towards individual freedoms in general.

Surveillance cameras, government agents listening in on your phone calls, reading your emails and text messages and monitoring your spending, mandatory health care, sugary soda bans, anti-bullying laws, zero tolerance policies, political correctness: these are all outward signs of a government—i.e., a monied elite—that believes it knows what is best for you and can do a better job of managing your life than you can.

This is tyranny disguised as “the better good.”

Indeed, this is the tyranny of the Nanny State: marketed as benevolence, enforced with armed police, and inflicted on all those who do not belong to the elite ruling class that gets to call the shots.

This is what the world looks like when bureaucrats not only think they know better than the average citizen but are empowered to inflict their viewpoints on the rest of the populace on penalty of fines, arrest or death.

So, what’s the answer, not only for the here-and-now but for the future of this country, when these same young people are someday in charge?

How do you convince someone who has been routinely handcuffed, shackled, tied down, locked up, and immobilized by government officials—all before he reaches the age of adulthood—that he has any rights at all, let alone the right to challenge wrongdoing, resist oppression and defend himself against injustice?

Most of all, how do you persuade a fellow American that the government works for him when, for most of his young life, he has been incarcerated in an institution that teaches young people to be obedient and compliant citizens who don’t talk back, don’t question and don’t challenge authority?

ABOUT JOHN W. WHITEHEAD

Constitutional attorney and author John W. Whitehead is founder and president of The Rutherford Institute. His most recent books are the best-selling Battlefield America: The War on the American People, the award-winning A Government of Wolves: The Emerging American Police State, and a debut dystopian fiction novel, The Erik Blair Diaries. Whitehead can be contacted at staff@rutherford.org. Nisha Whitehead is the Executive Director of The Rutherford Institute. Information about The Rutherford Institute is available at www.rutherford.org.

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What the Media Says about Homeschooling

by Jonathan Newman

August 26, 2024

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You would think that the growing popularity of homeschooling in the United States would be in more news headlines. Estimates from the National Home Education Research Institute (NHERI) reveal a staggering increase in the number of homeschool students since the 1970s—by a factor of 238. Of course, there was a surge in homeschooling during the Covid lockdowns, when many public schools either went completely virtual or implemented harsh measures that severely limited both learning and student satisfaction. But the NHERI data shows that there was already a long, pre-Covid trend of growth in homeschooling, from 13,000 students in 1973 to 2.5 million in 2019. The homeschool population exploded above the trend to 3.7 million in 2021, but in 2022 it fell to 3.1 million, which is above the trend as established in the 2016-2019 school years.

Source: National Home Education Research Institute

The articles on this phenomenon in the corporate press are scant and most of them feature heaping doses of state paternalism and fear-mongering. A Washington Post article quotes a Harvard law professor: “Policymakers should think, ‘Wow — this is a lot of kids. […] We should worry about whether they’re learning anything.” The same article quotes a Florida school board member: “Many of these parents don’t have any understanding of education.”

But even the Washington Post can’t avoid mentioning what parents say about their reasons for rejecting public schools. They cite violence, exposure to explicit photos and videos on other students’ phones, and “the intrusion of politics into public education.”

The Washington Post article goes completely tone-deaf when it warns that homeschool groups “often cluster by shared ideology,” meaning that parents get to decide how their kids learn about politics and pandemics, and that it might not be the state-approved narrative. The horror!

A Vox article included a quote from the executive director of the Center for Learner Equity: “‘There’s a community-building aspect to a school,’ […] It can be a place ‘where everyone comes together to learn a common understanding of our history’ — a common understanding that could be lost if everyone homeschooled their kids.”

Almost all the articles I found said that one drawback of the popularity of homeschooling is that public schools lose out on funding. Of course, many homeschool parents, who are overwhelmingly skeptical of the institution of public education, would view that as a positive.

The Week published an article packed with tons of state paternalism: “While many parents who choose homeschooling believe they are acting in their kid’s best interest, the lack of oversight is an issue — and not an accidental one.”

And then the “experts” weigh in:

It also means that children are in danger of “not learning basic academic skills or learning about the most basic democratic values of our society or getting the kind of exposure to alternative views that enables them to exercise meaningful choice about their future lives,” said child welfare expert Elizabeth Bartholet.

We can distill the media’s view of homeschooling down to one sentence: Homeschooling is a threat because every child should learn and internalize the state-approved narratives and doctrines regarding history, politics, sex, democracy, Covid, economics, nutrition, social and emotional health, and everything else under the sun.

In Education: Free and Compulsory, Murray Rothbard eviscerated state control of education, exposing it for what it is—a program for molding children into loyal subjects:

We shall see that since the State began to control education, its evident tendency has been more and more to act in such a manner as to promote repression and hindrance of education, rather than the true development of the individual. Its tendency has been for compulsion, for enforced equality at the lowest level, for the watering down of the subject and even the abandonment of all formal teaching, for the inculcation of obedience to the State and to the “group,” rather than the development of self-independence, for the deprecation of intellectual subjects. And finally, it is the drive of the State and its minions for power that explains the “modern education” creed of “education of the whole child” and making the school a “slice of life,” where the individual plays, adjusts to the group, etc. The effect of this, as well as all the other measures, is to repress any tendency for the development of reasoning powers and individual independence; to try to usurp in various ways the “educational” function (apart from formal instruction) of the home and friends, and to try to mold the “whole child” in the desired paths. Thus, “modern education” has abandoned the school functions of formal instruction in favor of molding the total personality both to enforce equality of learning at the level of the least educable, and to usurp the general educational role of home and other influences as much as possible. Since no one will accept outright State “communization” of children, even in Communist Russia, it is obvious that State control has to be achieved more silently and subtly.
For anyone who is interested in the dignity of human life, in the progress and development of the individual in a free society, the choice between parental and State control over the children is clear.

If only Rothbard could see the explosion in popularity of homeschooling today. I think he’d also get a kick out of the pitiful media flailing about, desperate to sweep the trend under the rug while also trying to convince parents to return their children to the state’s substandard tutelage.