Can someone tell me why an editor at a local paper can figure this out, but no one in the school system could?
This isn’t just the fault of the Principal, although it’s absurd that he doesn’t understand the ramifications. It’s also the fault of the Administration and the School Board Members who never looked at this situation with a critical eye to determine the problems that could arise. Instead we are told (sold) on how this is good for the students.
Half of the high school students are not proficient in math and science. At some point, it would be nice to move the high school back in a direction that promotes academic excellence instead of every non-academic fad that’s failed in many other districts around the country.
I tend to believe people are getting tired of the excuses and want to see some real changes.
Bedford High School students who protested the bullying of gay students last week were brave to risk being bullied themselves by taking a stand for their friends. The Day of Silence to protest the verbal abuse of gay students might have passed without anyone outside the school noting or caring had the administration not decided to give school credit for the event.
Bedford High has the Real World Learning curriculum, which compels students to complete 60 hours (next year it jumps to 80 hours) of community service as a condition of graduation. Fail to meet those hours, no diploma. The school district calls this volunteerism. The real name for it is involuntary servitude.
The school supposedly allows students to pick their own activities. "I’m not looking at the value statement so much. I’m looking to see if it falls under the idea of getting kids involved in democracy and speaking their mind and becoming part of the process that we value in this country," interim Bedford High Principal Bob Jozokos said.
So a kid who wants to burn a cross on the school lawn could get credit for that, too? What if students want to demonstrate for free speech by yelling hateful things at each other?
Yes, students should be encouraged to become engaged in their community. But making them earn graduation credits by participating in school-approved activism does more than that. It attempts to imprint upon these teens’ minds the school administration’s views of what is or is not acceptable community involvement. And it teaches them that force equals volunteerism.
Real World Learning does not try to indoctrinate teens into accepting homosexual behavior. It tries to indoctrinate them into accepting government direction and approval of their political activism.
