Posts Tagged ‘Dame Schools’

James Lindsay Tears Apart Queer Theorist Paper Attacking Childhood Innocence

December 31, 2021

I hope I’m not boring you with all this, but I thought I should post this video by James Lindsay up as well. It follows his first video attacking Queer Theory and its deliberate grooming of schoolchildren through pornography and grossly inappropriate topics being taught in sex education. Lindsay argued, citing the postmodernists and Marxist writers themselves, that Queen Theory really isn’t about genuinely helping gay, bi and trans children and adults come to terms with their sexuality and find acceptance in society, so that they can lead normal, functioning, happy lives alongside straight people. Rather, it is all about increasing their alienation and making them even more angry and transgressive in order to turn them into a revolutionary mass which will overthrow capitalism instead of the working class. This follows closely Georg Lukacz’s sex education programme in Hungary, which was explicitly designed to use sexual liberation to alienate children from their parents and conventional capitalist society. This was then taken up by the Frankfurt school and played a very strong role in the sexual liberation movements of the 1960s. Lindsay backs up the arguments in his previous video by going through a Queer Theory paper, written by Hanna Dyer, a woman at Carlton University in Canada, that explicitly states this.

Queer Theory’s Rejection of Gay Rights

Early on in the paper, Dyer denounces the recent legislation granting gay people equal rights. Lindsay is not homophobic, even though his attacks on Queer and Critical Theory and calls for those promoting it to be put in gaol make him sound like a very right-wing Conservative. I don’t know what his political views are. He may be a man of the right, but he makes it clear that all parents should come together to combat what is being taught in schools in Social Emotional Learning and Comprehensive Sex Education regardless of politics, race, sexuality and religion. All that should matter is the class ‘parent’. Lindsay states that gay acceptance has been of immense benefit to society. But Dyer attacks it because such liberal legislation will help reconcile gays with the capitalist society they wish to overthrow. This continues throughout her wretched article. Later on she attacks Dan Savage’s video on YouTube, ‘It Gets Better’. Savage is gay, and with another man, produced a video to reassure gay children that even though they’re bullied and have an awful time at school, it gets better when you grow up. People are more accepting. I think this often depends on your particular place in society. Working class culture could be traditionally extremely homophobic, and there is a vicious homophobia prevalent in some parts of Black culture. But in general middle class culture has become very accepting to the point where one YouTuber described how a Conservative friend had completely accepted gay equality. Savage produced his video in response to the high rate of suicide amongst gay kids. He wanted to stop it by showing that ‘It Gets Better’. He released the video on YouTube because he felt schools would resist its message. According to Lindsay, Savage is actually ‘super liberal’. But to Dyer he’s an evil White man – she doesn’t call him a scholar or researcher, just ‘White man’ in order to show how evil he is. Apart from his race, she sees him as a servant of capitalism, trying to stop the revolutionary potential of the gay masses by incorporating them into neoliberalism and promoting upward mobility.

Now I strongly believe that the sooner we dump neoliberalism the better. It is doing immense damage to ordinary working people of whatever, race, creed, sexuality or religion. But there is absolutely nothing wrong with trying to reassure vulnerable gay children that they can still a place as an accepted member of society, who should be able to look forward to the same job opportunities as the rest of us and have the same aspirations to social advancement. And I’d say that attacking a video that genuinely tries to stop gay kids committing suicide is actually evil.

The Attack on Childhood Innocence in order to Promote Radically Alienated Gay Identities

The paper goes on to attack the whole notion of childhood innocence. She hates the idea that children are asexual and proto-heterosexual. Lindsay states that here she comes into conflict with biological fact. Most people across society all over the world are heterosexual. Only a minority are gay. This is aside from any moral considerations that see heterosexuality as more moral than homosexuality. He makes it clear that he supports the teaching that ‘Some people are gay. Get over it’, as Stonewall once said in an advertising programme. Lindsay has said in his previous video that Queer Theorists really don’t like that common sense attitude. Moreover, they see gender and sexuality as identities without essence, social roles people perform rather than are. Therefore they seek to groom children for their role as queer revolutionaries by breaking down barriers and having them sexually experiment. This include the binary oppositions male/female, adult/child. And around the 1hr 14 minute mark, Dyer says this explicitly. Which clearly opens the way to grooming by paedophiles. Lindsay states that children have a very strong belief in these opposition and that he believes them to be biologically innate. He also makes the point that paedophile relationships massively damage the young victims psychologically. A very high number schizoid people have the condition due to childhood abuse. But Dyer seems also to be offended by the biological fact that most people are heterosexual. She wants to changes that, and queer not just gay children, but children as a whole. This is very much how the attacks on heteronormativity have seemed to me, and I’m glad that Lindsay has come to the same conclusion I have.

Later on, she attacks the whole notion of reproductive sex because gay people, who naturally cannot have children through gay sex, cannot achieve the same level of privilege as straight ‘breeders’ in a society that privileges heterosexual reproduction. But this is a revolt against biology, as it is through heterosexual reproductive sex that the human race is perpetuated. Ah, but so too are the mechanisms of capitalist control and repression. Instead the goal should be hedonistic, non-reproductive sex, which she explicitly connects with the death urge through Marcuse and other Marxist thinkers. This is just plain nihilism. Thinking about it, it makes me wonder if Pope John Paul II had a point when he described Enlightenment society as a ‘cult of death’. I think he was wrong about the Enlightenment, but certainly right about these pernicious postmodernist ideologies.

Childhood Innocence Blamed for Racism and Genocide

Naturally, race gets drawn into it in order to produce the broad, intersectional coalition of races and sexualities that postmodernists hope to create as an oppositional front against capitalism. Childhood innocence should be challenged, because it chiefly affects White children. Black children are less innocent, and stereotypically more streetwise. Lindsay says it’s rubbish. Here I think he’s wrong. I think the stereotype is that Black children are tougher, more worldly-wise, and more ‘street’. but that doesn’t mean that their parents don’t want to preserve and guard their innocence just as much as Whites. And apparently childhood innocence is also genocidal. Whites want to preserve their kids more than those of other races, and this is somehow ties in with one of the genuine mass-murderers of the US Indian Wars. This was the general responsible for the Sand Creek massacre, who wanted not only adult indigenous Americans killed, but also to be physically mutilated and their children murdered as well in order ‘to stop lice breeding’. It’s an absolutely horrific attitude and atrocity, but as Lindsay points out, just ’cause someone was an idiot in the past doesn’t mean that everybody who believes in childhood innocence is. She also brings social class into her argument about gay acceptance and queer children, although Lindsay states these are actually non-issues. He also points out that at the centre of all this is are repeated attacks on conventional ideas of childhood development, which stresses that children go through certain stages and that the material they’re given should be age appropriate. Like the books in school libraries that are graded according to suitability for different ages of reader. Dyer talks about getting Queer Theory to influence ideas of childhood pedagogy along with Critical Race Theory. But this isn’t about helping gay children. It’s all about destabilising children’s personalities, to make them angry and disaffected, to make them Marxist revolutionaries determined to destroy western civilisation.

Alex Jones Right about Queer Theory and Transhumanism

At times Lindsay sounds like the mad conspiracy theorist Alex Jones. He says at one point that if he goes on reading it, he’ll end up screaming about Satan like the bonkers Texan libertarian. Well, Jones talked a lot of conspiracist nonsense about ‘the globalists’, which is very close to the wretched anti-Semitic conspiracy theories. He also falsely accused decent people of being child abusers for the Democrat party, claimed Barack Obama was the antichrist, Hillary Clinton of being possessed by alien demons, a practicing witch and a robot from the waist down, and other nonsense. Like NASA was running a child slave labour based on Mars. Which nobody knew about, least of all NASA, as they took the time to deny it, not least because it would cost $16 billion just to send six people to Mars let alone the legions of kids Jones, or rather, one of his guests, claimed.

But it seems Jones had a point. I’ll admit I had a laugh when Jones ranted about feminism and gay rights being a transhumanist cult to turn us all into sexless cyborgs. But Lindsay says that transhumanism is one offshoot of Critical Theory. The World Economic Forum is made up of transhumanists, who all want to link us to the Net through biological implants so that we will live at least part of the time in Virtual reality. We will own nothing and we will be happy.

This sounds like Star Trek’s Borg to me. In ‘Q Who?’, the Star Trek The Next Generation episode which introduced them, Q transports the Enterprise to system J17, where they encounter and are attacked by a Borg cube that has just finished assimilating a planet. As one of them beams aboard, Q says to Picard, ‘Look at it, Jean-Luc. It’s not a he, it’s not a she… it’s an augmented humanoid.’ But one of the heads of the big American tech corporations is a transwoman and transhumanist, and wrote a paper promoting transhumanism as a feminist project to go beyond gender. And there certainly was a lot of talk about genderless future cyborgs when transhumanism was being discussed back in the ’90s. ‘We are Postmodern Borg. Resistance to Critical Theory is futile. You will be assimilated’.

Destroying State Education Not the Solution

Throughout the video, Lindsay angrily stops his analysis of the text to remind his readers that this is being done by groomers in the sex education now being taught in American schools. This means your children. And this is primarily state schools though some private schools are also involved. He loudly urges people to take their children out of these schools. I see his point. There’s a video by anti-trans ideology activists Kellie-Jay Minshull, in which she goes through some of the material recommended for schools by Stonewall. And it is about sexualising children. One of these is a game in which children put together various body parts and have to guess what sex act may be possible with them. This really is inappropriate. Yes, children should be taught about the changes happening to their bodies and their emerging sexuality in adolescence. And I quite agree that at an appropriate age, children should be taught that some people are gay but should be accepted like anybody else. But this doesn’t do that. It is about breaking down barriers, barriers which are there for a reason. There is an organisation, the Safe Schools Alliance, for parents worried about this form of indoctrination. He also points out that the ideas are very similar to Herbert Marcuse’s proposals for Marxism to take over university education.

But the solution isn’t to pull kids out of state education, as the Conservative right wants. I think the American public school system was founded by Thomas Jefferson, who realised that for America to work as a functioning democracy it needed an educated public. Absolutely. If you destroy public education, you get back to the conditions of 19th century Britain before it was made compulsory. Education was definitely not free, and only the rich could afford to send their children to the public (elite private) and the grammar schools. Working class children could go instead to dame schools, usually run by an elderly woman, hence their name, where educational standards could be very low. Many children couldn’t send their children to school, and so illiteracy rates were much, much higher. Proper state education has made the British public much more educated and informed, though sometimes you wonder.

What needs to be done is for parents instead to fight this indoctrination as hard as they can, so that their children get a proper education and not just indoctrination, whether from the extreme left or the extreme right.

Nietzsche, Academy Schools, and Elitism in Education

March 30, 2016

Mike and a number of other bloggers have wondered recently if the Tories’ own enthusiasm for privatising education and turning all schools into Academies aren’t a deliberate attempt to ‘dumb down’ education. Despite all the hype, and mendacious graphs in the Torygraph to the contrary, privately run Academies actually perform worse than state schools managed by the local authorities. Mike speculated that the Tories wanted the children of the hoi polloi – the working and lower middle classes – have an inferior education as they were afraid that the masses were becoming too bright, too well-education, and they didn’t want the competition. After all, they could hardly retain their places as the leaders of society, thanks to their extremely moneyed parents sending them to Eton and the other public and fee-paying schools, if a bunch of comprehensive school oiks actually were demonstrably more intelligent and better educated than they were.

And there is certainly some evidence that the latter is true. A year ago, the Independent and the I ran a story that students from state schools actually did better at uni than those from the private schools. How ghastly! Especially as the introduction of tuition fees and their increase to truly extortionate levels really does seem to suggest that there is a section of right-wing opinion that believes higher education should be the exclusive preserve of the wealthy few.

The German philosopher Nietzsche also took this view. He was afraid that if the masses became too well-educated, it would lead to a decline in cultural standards. The historian Gordon A. Craig describes his elitist view of education, and that of his successors in Germany: 1866 – 1945 (Oxford: OUP 1978). He wrote

(A)nd some widely read publicists expressed the view that the emphasis placed on the education of the masses was dangerous because it could not avoid diluting the quality of German education in general. This was the view of Friedrich Nietzsche, who in a remarkable series of lectures, ‘On the Future of our Education Institutions’, delivered in Basle in 1872, stated that ‘not the education of the masses can be our goal but the education of individually selected people, armed for great and permanent achievements’ and went on to charge that those who argued for a further extension of Volksbildung were seeking to destroy ‘the natural order of rank in the kingdom of the intellect’. Nietzsche’s views were repeated with variations by Paul de Lagarde, an embittered eccentric who saw German culture imperilled by the advance of barbarism and blamed this on the educational system, and Julius Langbehn, the author of the extremely popular Rembrandt als Erzieher (1890), whose insistence upon the necessity of training a racially pure elite was later to take more extreme forms in the educational practices of Heinrich Himmler.

De Lagarde and Langbehn were two of the 19th century intellectual precursors of the Nazis. The German elementary schools were called Volksschulen – People’s Schools. The Germans had had an excellent school system of primary education from the 18th century onwards. If children couldn’t go to church schools, then they had to go to state schools. As a result, illiteracy in Germany by the end of the 19th century was very, very low – about 0.05%, compared with 3-4% in England and France.

Nietzsche’s ideas might have been a novelty for Germany, but until comparatively late in the 19th century they were common amongst the British ruling class. There was some education available for the working classes in the Sunday and Dame schools, but these were by no means widespread, and standards could be very poor. The dame schools have been criticised as essentially a place where parents could send their children while they were at work trying to make a living. As a whole, the education system was geared to training an aristocratic elite for careers in government. It looks very much like this is what the Tories intend now in their eagerness to privatise schools and so create an education system that will leave children worse educated, not better.

Cameron, Osbo, Thicky Nikki and the rest of the Tory party are either aristos, or very middle class. It really does look like they are trying to drag Britain back into the 19th century, where the workers were given just enough education to satisfy the requirements of industry, while a good education, and the career opportunities that went with it, were the exclusive prerogative of the middle and upper classes. This was challenged by the Labour party, who wanted the education reformed and expanded so that more people from the lower middle and working classes had the opportunity to acquire it and so enjoy the same career opportunities and social privileges as the wealthy. It can be seen in chapter IX of G.D.H. Cole’s book, Britain in the Post-War World – ‘Education for Democracy’, for example. It’s the reason Anthony Crossland set up and championed comprehensive schools, because the existing system of grammar and secondary modern schools were elitist, and kept the working class in their place in the manual trades.

And so far from striking a blow for meritocracy, it increasingly seems to me that the privatisation of the education system begun nearly thirty years ago by Thatcher really is indeed to keep the masses in their place, and make sure that only the elite can afford an educational standard that will guarantee them their place of leadership in society. All under the guise of delivering quality, which can only be provided by private industry, of course.

Gove and 19th Century British Education Provision

March 29, 2014

The Conservative Party Annual Conference

Michael Gove contemplating the government’s destruction of British state education

Unreasoning nostalgia is a British disease,

– Jon Downes and the Amphibians from Outer Space

Earlier this week the NUT staged a one-day strike against the government’s reforms of British schools. As with the rest of Conservative policy, this essentially consists in preparing the system for further privatisation and lowering wages and conditions. They also have their sights set on lowering standards as well. Taking their cue from the assumption of ignorant bar-room bores everywhere, the Tories have the attitude that just about anyone, or almost anyone, can teach without actually needing to be taught how. They are therefore trying to pass legislation to allow graduates to teach in schools without needing to have a teaching qualification first.

I did my first degree at a teacher-training college that also took ordinary degree students. The trainee teachers I knew were conscientious and worked extremely hard, both academically on their specialist subjects, and in the class-room during teaching practice. Often they were put in front of classes that could be difficult, stopping fights between pupils and sometimes with the threat of violence from parents. While there’s a lot of debate just how much of the theory of teaching and child development is relevant – the theories of Piaget have been extensively critiqued and rejected – it is nevertheless not an easy profession by any means. Teachers certainly need good training in how to teach, as well as what. All this will be undermined by Gove’s reforms.

Modern Conservatism is based on the view that laissez-faire, private industry is always best, and so looks back with nostalgia on the 19th century, when Britain dominated the world, we had an empire and industry was expanding. It was also an age of poverty, hunger, disease and overcrowding. And rather than being great, Britain in this respect had one of the worst education systems in western Europe.

France

In France, plans had been drawn up for a national system of primary, secondary and university education as long ago as 1806 under Napoleon. In practice, the regime got only as far as founding the lycees, the boarding schools for the elite. Under the education act of !833 drawn up by the French minister, Guizot, an impressive system of primary education was established. All communes were required to set up schools, which would provide education for local boys free of charge. The communes that could not afford to do so were to be given funding from their department, or, failing, that an annual grant from the Ministry of Public Instruction. As a result, in the thirteen years from 1834 to 1847 the number of primary schools in La Patrie increased from 33,695 to 43,514. By 1849 there were 3 1/2 million children attending primary school. Girl’s schools received much less funding, but nevertheless a law 1836 extended the 1933 Act to provide for schools for girls.

The French educational system was further reformed in 1863 under Napoleon’s minister for public instruction, Victor Duruy. Duruy was the Republican son of a worker in the Gobelins tapestry factory. He proposed to Napoleon III a system for the effective abolition of illiteracy, funding increases for secondary education, and increases in teachers’ salaries. Primary education was made compulsory, and a broader curriculum introduced for secondary schools. In 1866 nearly 66,000 pupils attended secondary school. The state also spent large sums on teachers’ salaries and in establishing good school libraries. In Matthew Arnold’s words, the French education system after Guizot had

given to the lower classes, to the body of the common people, a self-respect, an enlargement of spirit, a consciousness of counting for something in their country’s action, which has raised them in the scale of humanity.

Germany

Prussia had a ministry of public instruction and a system of local school boards from 1817 onwards. By the mid-19th century throughout all the German states primary education was compulsory. In Saxony, Wurttemberg, Bavaria, Baden and Prussia after 1857 parents had to send their children to the local state school. The age when children started school varied from state to state from five to eight years. In some parts of Germany school attendance was compulsory for a further eight years, so that the school leaving age was the same a century later. Unfortunately, education suffered through the use of child labour and widespread poverty, which took children out of the class room.

By 1837 Prussia already had a system of 50 gymnasia, set up to teach the children of the elite from 16 to 19. The curriculum was broader than that in France, and included philosophy, history, geography, arithmetic and geometry, as well as drawing and playing a musical instrument.

Austria

Under the liberal prime minister Auersperg in 1869 education became compulsory for all children from six to fourteen years of age. It has been seen by Harry Hearder, in his Europe in the 19th Century, 1830-1880, as more advanced than the British educational system introduced a year later. (p. 386). The parts of Italy under Austrian rule also benefited from this increase in education. In 1856 Lombardy possessed 4, 427 primary schools.

Switzerland and the Netherlands

The best schools in Europe were those in Switzerland and the Netherlands. Primary education had been made compulsory in most Swiss cantons in the 1830s, and Matthew Arnold considered Swiss schools superior to the French, with the schools in Aargau the very best in Europe.

In the Netherlands a system of state supervision of education had been established in 1806. Dutch schools were hygienic, with well-trained teachers, industrious and happy children, complete religious toleration and no corporal punishment.

Britain

There were a number of schools giving some form of education. These included the Dame Schools, in which an old woman kept a class of children quiet while their parents worked and the charity and Sunday schools. These were essentially religious in nature, and although there were 1 1/2 million pupils in Sunday schools in the 1830s, their pupils were not taught to write or do sums. There result was that there were high rates of illiteracy. By 1851 the literacy rate for men was about 69.3 per cent, and for women 51 per cent.

Under Dr James Kay-Shuttleworth in 1840 schools receiving state grants were obliged to adhere to certain standards, and in 1856 the Department of Education was set up. Nevertheless, a national system of education did not exist until the education act of 1870.

The children of the upper classes attended the grammar and public schools. There was, however, no national system of universal secondary education until 1880, or really, before the 20th century.

University Attendance in England, France, Germany and German Austria

The English universities were intended to produce a small, educated elite, unlike those in France, Italy, German Austria and Germany, which aimed at producing a larger cultured or professional class. As a result, in the 19th century far fewer people in England had the benefit of a university education. In France 1 in 1,900 citizens attended uni. In Italy, this was 1 in 2,200. In Germany and German-speaking Austria, it was 1 in 2,600. In Britain less than half as many had a university education one in 5,800 men.

British Education Dominated by Conservative Aristocratic Bias

Hearder therefore says of the British education system that it suffered from a narrowly aristocratic attitude. If the English upper class was as well educated as that of any other in Europe, the rest of the population remained wretchedly ignorant and neglected. (p. 388).

This attitude still persists in contemporary Tory attitude to education. Cameron, Osborne and Clegg are Toffs, who seem intent on pricing higher education out of the grasp of the lower middle and working classes with their raising of tuition fees. The educational reforms seem designed to wreck state education, leaving it purely run for the profit of private companies and unable to compete with the private schools. This seems partly intended to allow the wealthy to continue to the enjoy their educational and social privileges without having to worry about competition from the poorer children of the state sector.

And supporting this assault on state education is the popular belief, at least amongst some of the electorate, that this must raise standards because private is automatically better, as demonstrated by British imperial and industrial greatness during the 19th century. Britain, however, does not compare well in the sphere of mass education during the 19th century. The state systems of many nations, especially France, appear far better. If we genuinely care about giving a good education to our children, we should be looking to them, not back to a mythical age of imperial glory that promotes an attitude of indifference or active hostility to genuine, popular, state education.