How Socialism Is Destroying American Culture!

Socialist Bernie Sanders had almost won the Democrat Party Nomination in 2016, and would have been the Dem’ candidate if Hillary Clinton had not rigged the Super Delegates to endorse her victory at the Party Convention held in Philadelphia. At present 35% of people living in the USA are on some form of government assistance (welfare) (113 million), and 15% (17 million) are on food stamps. How did this debilitating set of circumstances ever happen? It did not develop overnight, but instead evolved over the course of the past one-hundred-years.

Ken Langone, a zealous capitalist and co-founder of Home Depot, offered to have proactive college students who advocate Socialism in America to board his private jet and fly down to Venezuela where Socialism presently abounds, inviting on TV the gullible idealists to eat out of garbage bins and dumpsters and compete against wild street dogs for scraps of food. A side trip to Cuba could serve as verification of the perils and failures of existing Socialism as a form of parasitic government. Quixotic and naïve Democrat/Liberal university students (free health care and college education for all to surely bankrupt America) are quite realistically the same kind of indoctrinated, foolishly deceived and misguided ilk that are tearing-down Confederate statues on Southern campuses, the hypocrites not realizing that the represented Civil War soldiers were also Democrats, but only depicted from another era. “Liberal/Progressive” college professors seldom (if ever) lecture to their captive, receptive audience one iota that a Republican President Abraham Lincoln had freed the plantation slaves with the Emancipation Proclamation and that conspiring Southern Democrats had formed the Ku Klux Klan to actively terrorize the recently freed former subservient slaves.

How did this Socialism infestation of America ever get started? The obstinate Progressives and the determined Socialists of the early 1900s aggressively went to war against the practice of religion being taught along with Biblical readings being recited in American public schools. Might I remind you, the words “Separation of Church and State” are nowhere mentioned in the U.S. Constitution. That particular skewed and altered interpretation is solely based on the “Establishment Clause” which reads: “Congress shall not establish a State Religion”.

This “State Religion” documentation of our Founding Fathers goes back to Henry the VIII in England. When the Pope would not grant the British king an annulment to marry a second wife, Henry VIII established as the “State Religion of England” the Anglican Church, which is the Episcopal Church in the U.S. Other British denominations persecuted by the Anglicans like the Pilgrims, the Puritans and the Calvinists fled England in the early 1600s and settled in New England. Quakers fled England and settled in Pennsylvania, and Catholics fled England and settled in Maryland (Mary’s Land).

Our Founding Fathers did not want a dominant “State Religion” to prevail in America like the Anglican Church had dominated as a State Religion Church in England, so they authored “The Establishment Clause” in the Constitution to avoid religious persecution of other religions by one ascendant, dominant faith.

In the late 1800s, the Liberal Progressives and the Far-Left Socialists then deftly hijacked the existing Constitutional “Establishment Clause” by claiming and interpreting the particular distorted nomenclature as “the Separation of Church and State”. By successfully taking the Ten Commandments, the Psalms and the Golden Rule out of public schools and next substituting those important moral principles with John Dewey Educational Psychology and Sociology, the subsequent baneful results being defiant teens in the schools and belligerent teen rebellion in the home, together mutually causing heightened friction between modern-day hostile “students/children” and their very perplexed teachers and stressed-out parents.

Now let’s go back to the year 1920 when Socialism in America had its real genesis. Democrat President Woodrow Wilson, the father of Economic Progressivism (redistribution of wealth) and a friend of Socialist/Atheist John Dewey, needed a mechanism to pay for the U.S. participation in WWI: Wilson imaginatively introduced Federal Personal Income Tax, and he promised that the new tax would go away after the war debt had been satisfied; quite to the contrary, the tax never did go away, and its negative implementation over the years has led to the colossal growth of the avaricious Federal Government. Today 50% of the average person’s income goes to federal, state and local property taxes. Because of the great tax burden, two people (mother and father, husband and wife) in the family have to work simply to make ends meet. This very necessary survival activity disrupts family unity with grandparents, aunts, uncles and various strangers babysitting kids so that the two workers in each family can contribute to paying for the ever-expanding American welfare state (now at 35%). Progressive Woodrow Wilson & Socialist/Atheist John Dewey have cunningly initiated a malignant government/education system that has caused dysfunctional teen rebellion at home and comparable teen hostility at school when you evaluate the failures and full impact of the “Student-centered classroom” along with the equally disastrous “Child-centered home”.

John Dewey wanted to dismantle capitalism and replace it with socialism. Ask any school Superintendent, “What do you think of student academic competition for grades in the classroom?” They will more than likely answer, “It is better that students learn to cooperate than to compete for grades; it is better that they must share (Socialism) knowledge in the classroom.”

It must be comprehended that competition is the lifeblood of American capitalism; a school system’s dislike of INDIVIDUAL ACADEMIC student competition is fundamentally undermining the American economic system (capitalism), which is by definition, based on competition.

“Competition” in education is often regarded by Administrators and Supervisors as a “dirty word”. It’s only used by schools when the football team and band compete against other schools; but competition in American education is not used in terms of individual students competing for grades or pursuing high honors against other students. Many high schools are getting rid of Valedictorians and Salutatorians because recognizing high honors makes the lesser motivated students feel badly and emotionally hurt at graduation ceremonies simply because ACADEMIC achievement is rewarded to “selfish” and “greedy” Valedictorians and Salutatorians. Schools and most classrooms are now mostly about GROUP THINK SOCIALIZATION (Socialism) and not about INDIVIDUAL ACADEMIC ACHIEVEMENT (Competition, Capitalism).

Student EQUALITY in the Classroom is also a harmful problem in regard to Democratic Education (Socialism in disguise). Equality is a great word when it comes to the U.S. Constitution and to EQUAL justice under law. Conversely, equality is a terrible word when it comes to economics (Socialism) and to Education (Educational Socialism: all students are equal).

“Group work” has taken the place of INDIVIDUAL student academic performance in the classroom. Teachers often divide a class of 25 students into 5 groups of 5; two kids who want good grades are strategically placed in each group and wind-up being the group captains doing the bulk of the task/assignment while the other three in each group do little or nothing. All 5 kids get the same GROUP work grade: This sort of common practice is Educational Socialism demonstrated at its best.

When I had taught 8th Grade English up to June of 1999, there were 2 homogeneously grouped Accelerated English classes and 5 General English class sections in my school. Now in 2018, all the 8th grade students are heterogeneously grouped with all ability levels represented in 7 different classes. When “group work” is done in the classroom, the former homogeneously grouped Accelerated English-type kids will do the bulk of the work in the heterogeneous class group work (academic welfare, Educational Socialism).

Once in the late 1970s I was assigned a Student Teacher in 8th Grade English. The student teacher taught a great “teacher-centered-classroom” lesson with very good discipline and terrific classroom discussion that I sat in on and witnessed as well as being accompanied by the student teacher’s college coordinator. The student teacher received a C grade from the college professor for the very orderly lesson observation.

I told the Student Teacher, “Next time divide the class into 5 groups of 5 and go from group to group (station-to-station) as a ‘facilitator’ to monitor student progress.” The Student Teacher did what I had suggested and got an A on the second classroom observation lesson. This specific development was evidence that the college student teacher coordinator wanted to see John Dewey Socialistic “Group Think and Share” being employed as opposed to student INDIVIDUAL ACADEMIC PERFORMANCE based on “competition for grades” in a “Teacher-centered” classroom environment.

Many high school graduates attending community college must take remedial courses. Why? Because there is a lack of skill development in high school from Socialistic education that is not working especially well. Dewey “group think” education has “the Idea Curriculum” being taught in Elementary School. Instead of basic skills being exclusively instructed, students are supposed to learn Algebra in 2nd grade and the Theory of Relativity in 3rd grade, with spelling, grammar, punctuation and times table memorization being deemphasized in favor of the impractical “Idea Curriculum”.

When I had been teaching, toward the end of my career, if a student earned a 50, 40, 30 or less on a test, I was instructed by my Supervisor and Administrators to record the grade of 60 in my roll book. Then I had to figure-out how an unmotivated student with an already-inflated 60 average could pass with a 70 (low D). Therefore, I creatively implemented things like “Classroom Participation Grade,” “Group Work Grade” that was fraudulently obtained with more motivated kids doing the bulk of the labor, “Class Attendance Grade” and “Group Project Grade to be Done at Home (mostly by the self-motivated students).”

In 1998 the English and Reading teachers at my middle school were asked to vote on a new Literature textbook series. We chose a series having traditional authors’ and short stories like those written by Jack London, Washington Irving, O. Henry, Nathaniel Hawthorne, H.G. Wells, James Thurber, Mark Twain, Edgar Allan Poe, etc. Over the summer, the Supervisor (and with the approval of the Administration) overruled the faculty vote and instead ordered a Multicultural Literature Text with entries by virtually unknown foreign authors. The newly selected stories had shallow, unsophisticated plots along with weak vocabulary and were but another indication of the encroachment of John Dewey Socialism “dumbing-down” literature studies.


Required Smutty School Readings Part of Dumbing-down of America

Have you ever watched Jay Leno seriously interview young adults in TV skits? “How many Senators are there?” (Answer: 50). “Who was President at the start of World War II?” (Answer: Ronald Reagan). These types of questions and answers are indeed bold evidences of the ongoing dumbing-down of students in American Public Schools. This educational craziness all started in the early 1920s with the Father of Modern American Education, a Socialist/Atheist named John Dewey. This Marxist’s deleterious theories and methods are still prevalently practiced today in public schools in the year 2018.

John Dewey (1st Honorary President of the NEA) believed that American students should be “socialized” instead of being “academically and morally strong”. This influential social philosopher believed that a Utopian Socialistic State could evolve if over time the younger generation would be dumber than their parents. Hence, “capitalism” could be systematically dismantled, and “group think Socialism” would slowly and eventually replace it, with the majority of the passive Utopian population (over ten decades) becoming dependent on government economic support (welfare). Dewey never comprehended that Utopia can only be accomplished through “INDIVIDUAL initiative and personal pursuit of happiness” and not by means of Socialistic Mass Dumbing-down Educational Design.

As we are gradually discovering in 2018, a bureaucratic “Deep State” exists (and has existed) in various departments of the U.S. Government, where high-ranking officials in the FBI and DOJ, who incidentally are not elected by citizens but are entrenched in high positions for decades, have recently attempted to undermine the Trump Administration.

Another less-apparent Deep State exists in American Education, and most of the players (Superintendents, Administrators, School Board Members, Teachers) are not quite remotely aware of how “the Educational Disease” they are inadvertently promoting is like a dead fish rotting our society from the head-down.

This current profanity-laced, low-value, inferior plot, lack of sophistication assigned summer reading book titled A Short History of the Girl Next Door is the first piece of pus that’s now locally being squeezed out of a colossal century-old contaminated pimple that began with the twisted and detrimental theories of Socialist/Atheist John Dewey. And the NEA, the NJEA, school supervisors and curriculum coordinators throughout New Jersey are all willing (or unwitting) accomplices in advancing this extensive, slow-rolling, academic decline.


The staunch defendants of the Girl Next Door will argue that this type of reading represents “academic freedom”. What this “academic freedom” over time methodically morphs into at its extreme is “student anarchy” exhibited all throughout the school. One such example from the Girl Next Door rubbish rag is on Page 24 where Matt (the main character) describes his impression of his father: “I have HIM to thank for my general awkwardness in any and all social situations.” Hey Matt buddy; you are an INDIVIDUAL and your father might have given you genetic features but he certainly didn’t cause your social awkwardness!

Just ask your local school administrators how many fights and suspensions occurred last year? Yes, and it all commenced with the John Dewey Socialism theme, which in the ‘60s and ‘70s evolved into “the student-centered classroom”. Teachers are relegated and diminished to the role of being “facilitators” instead of being the subject authority in the classroom. While getting away from “teacher-centered” education, discipline problems are proliferating wildly because some students now are emboldened to openly and overtly defy teacher authority because of “the student-centered classroom” plague.

John Dewey’s “student-centered classroom” also negatively breeds student anarchy and numerous school fights principally because power in the classroom is taken from teachers and given to students under the false guise of “developing student responsibility”. This unhealthy transfer of authority causes school and society disorganization to proliferate.

In the 1940s Dr. Benjamin Spock advocated the “child-centered family” as opposed to the “parent-centered family.” His famous book Baby and Child Care also contributed to social disorganization both at home and at school. Fortunately, Dr. Spock towards the end of his life had the decency and the courage to recant this toxic Socialistic believe because he ultimately recognized that the John Dewey “psychology approach” had caused widespread teenage rebellion in the home along with student dysfunction throughout the school. School Psychology (based on Dewey’s Socialistic theories) has proven to be no adequate substitute for the simple Judeo-Christian Commandment, “Honor Thy Father and Thy Mother”.

Book Review: Analysis of Local High School Summer Reading book A Short History of the Girl Next Door

This required summer reading at the nearby high school is what truly motivated me to author this essay/article, and I was inspired to do so because my granddaughter and my nephew (a junior and a sophomore respectively) were assigned the mandatory summer reading task. The same book was assigned to students in grades 9-12, and the freshmen, sophomore and junior students ages 15-17 are obviously, under the law, actual minors being exposed to having their morals corrupted by literary obscenities.

Forget the 398 profanities/vulgarities (124 F-words, 90-SH words & 83 A-Hole words & variations) explicitly stated in the required high school summer reading A Short History of the Girl Next Door. The book has little literary merit or redeeming value and here are some reasons why.

1) The main character Matt. W. is not a PROTAGONIST, a good person who wants the best for his peers and for the world. Matt is an ingrate, an ungrateful egotistical teenager who resents everything that his parents have provided for him. Matt is a "stealth ANTAGONIST" and not a decent role model for any teen reader to imitate. M. W. shows few (if any) admirable character/personality traits and curses incessantly when upset or frustrated.

2) Matt. W. never mentions any constructive or realistic goals or future in his life and how to work hard to achieve them. The entire first 160 pages is about Matt (a freshman) liking Tabatha L. (a freshman); Matt despising Liam B. (a senior) for dating his neighbor Tabby (Tabatha) whom he desires; and Matt liking to play basketball at which senior Liam excels. Matt also likes playing with his toddler brother Murray.

3) Matt W. is lazy outside of his limited interests as indicated in #2. He does few (if any) chores around the house and has never worked a summer job for any neighbor or relative (mowing lawns, etc.). He mostly sulks and curses about not having Tabatha, about Liam dating Tabatha and about Liam being better at playing basketball.

4) A Short History of the Girl Next Door is evidently a book about Socialization and anti-Socialization (Socialism) and not about Matt W. pursuing Academic or Moral growth or excellence. A high school book should be about ADDING to what students know instead of TEACHING-DOWN to the negative aspects and language of some of the readers' peers. Literature should be UPLIFTING: not contaminating or toxic.

5) After Tabatha is killed along with her father in an automobile accident, Matt W. becomes even more antagonistic and hostile towards Murray, towards his parents and towards his teachers, and this is where his anti-social cursing habit increases. Matt becomes an instant atheist, questioning the existence of God and regarding the minister's words at Tabatha's viewing as meaningless and shallow. Showing amoral and atheistic tendencies are not good role models for high school students. The book’s message conveyed to young readers: Religions, Church, religious teachings and the Ten Commandments are irrelevant and false. Matt W. never recants these egregious and dangerous suppositions.

6) Not all families have kids who intolerably curse and swear relentlessly, so it is no wonder that many parents will find this book absolutely offensive. With the usage of a plentitude of F words, SH words and A-hole words, this book is without a doubt smut with a capital S. At the end, Matt seeks to have an awkward peace with Liam, but this small change in behavior is too little too late for the unmeritorious work to succeed. Since freshmen, sophomores and juniors are between the ages of 15-17, they are not considered adults under the law, and so, A Short History of the Girl Next Door just might be Corrupting the Morals of Minors and be a case of Mass Child Abuse, either situation being a felony crime being thrust upon most of the impressionable student body.

All one has to do to obtain a list of classic novels is to search on Google and find at least 100 ACADEMIC titles such as Don Quixote, The Grapes of Wrath, Fahrenheit 541, The Old Man and the Sea, House of 7 Gables, The Odyssey, 1984, etc. These sorts of titles are ACADEMICALLY appropriate and not Socialistically oriented to “dumb-down” like A Brief History of the Girl Next Door.

Now after reading this essay/article, everyone should fully know and understand precisely how the synthesis of Woodrow Wilson’s Progressive Political Movement combined with John Dewey’s Educational Socialism have been dually ruining America and Public-School Education along with American culture for the past hundred years.

Jay Dubya

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