The Left isn’t having kids, so they insist on stealing yours.
Kevin Williamson at National Review Online looks at the brazen attempt in Connecticut, go here to read my take on it, to use the Sandy Hook massacre to increase regulation of homeschooling.
Home-schoolers represent the only authentically radical social movement in the United States (Occupy Wall Street was a fashion statement) and so they must be suppressed, as a malevolent committee of leftist academics and union bosses under the direction of Governor Dannel Malloy is preparing to do in Connecticut, using the Sandy Hook massacre as a pretext. The ghouls invariably rush to the podium after every school massacre, issuing their insipid press releases before the bodies have even cooled, and normally they’re after your guns. But the Malloy gang is after your children.
Malloy’s committee on the Newtown shootings is recommending that Connecticut require home-schooling families to present their children to the local authorities periodically for inspection, to see to it that their psychological and social growth is proceeding in the desired direction. For anybody even passingly familiar with contemporary government schools, which are themselves a peerless source of social and emotional dysfunction, this development is bitterly ironic.
Adam Lanza was the product of madness, but he also was very much a product of the public schools and their allied institutions. He was briefly — very briefly — homeschooled after his parents had exhausted every other option. His mental troubles began long before he was home-schooled and were in fact well known to and documented by the various credentialed authorities under whose management he spent his youth, from his kindergarten therapists to the scholars at Yale’s Child Study Center. Far from being removed from the public system, Lanza was still attending student club meetings at Newtown’s high school just before the horrific events at Sandy Hook Elementary School.
As City Journal notes, the Malloy gang says that Lanza’s educational and medical records support its proposals, which is curious: Its members have no access to those records. But a government commission says that it is so, so it must be so.
If you have not followed the issue closely, it is probably impossible for you to understand how intensely the Left and the government-school monopoly hate, loathe, and distrust home-schooling and home-school families. Purportedly serious scholars such as Robin West of Georgetown denounce them as trailer trash living “on tarps in fields or parking lots” and write wistfully of the day when home-schooling was properly understood: “Parents who did so were criminals, and their kids were truants.” The implicit rationale for the heavy regulation of home-schooling — that your children are yours only at the sufferance of the state — is creepy enough; in fact, it is unambiguously totalitarian and reduces children to the status of chattel. That this is now being framed in mental-health terms, under the theory that Lanza might not have committed his crimes if he had had the benefit of the tender attentions of his local school authorities, is yet another reminder of the Left’s long and grotesque history of using corrupt psychiatry as a tool of politics.
But take a moment to fully appreciate the absurdity of the Malloy gang’s assumption. Our public schools are dysfunctional, depressing, frequently dangerous places. Their architecture is generally penal, incorporating precisely the same sort of perimeter control as one sees in a low-security prison, with dogs, metal detectors, and the whole apparatus of control at hand. They are frequently run by nakedly corrupt, self-serving men and women who are not above rigging test scores to pad out their bonuses and who will fight to the end to keep pedophiles on the payroll if doing so serves their political interests, as in the case of California. They cannot even keep their teachers from raping their students, but they feel competent issuing orders that every family present its children for regular inspection in the name of the children’s “social and emotional learning needs.”