Education Site Uncovers Conspiracy in “Educators, O. J. Simpson, And Guilt.”

The big question, when discussing American public education throughout the 20th century, is this: was there a conspiracy? A bold new article says YES.

“Many people shy away from the word conspiracy,” says education writer Bruce Price. “It’s a loaded word. People don’t want to think of the Education Establishment as a criminal enterprise.”

However, Price warns, there’s a problem. The relentless mediocrity, the compulsion toward dumbing down, the apparent inability to create world-class schools–all these things cry out for an explanation. Can we say, well, all that was just an accident, it was bad luck, it was a long-running streak of incompetence, decade after decade?

“Do these explanations satisfy you,” Price asks. “If so, fine. Let’s call it The Gang That Couldn’t Shoot Straight defense. Personally, I could accept it if we were talking about only five or ten years. But the blueprint of American public education is almost the same for nearly a hundred years. It doesn’t matter in which direction you look — reading, math, sciences, history, foreign languages– you are confronted by a weird indifference to academic success. Kids graduate from high school barely able to read and with very little knowledge of the world. The business communty can’t find skilled workers; our economic vitality is threatened. There’s a lot of failure to explain away. I started to look at the history of education, which is much more complex and surprising than most people would ever imagine. A few years later, I decided that the word conspiracy was completely appropriate. My conclusions are presented in ’41: Educators, O. J. Simpson, and Guilt.'”

The historical record is clear, Price points out. John Dewey and his successors were socialists. They believed that America would become a socialist country; and that it was their duty to prepare this country for socialism. Now, at that point, you don’t have anything criminal. They could have tried to persuade the public that they had the best ideas.

“The problem,” Price says, “is that Dewey and his colleagues decided to proceed in secret and without any governmental sanction. There was no public discussion, and no vote. Dewey and his colleagues took over the teachers colleges so they could indoctrinate the teachers. Their long-range goal was to transform the country. The immediate goal was to create more cooperative, less competitive children. Academic achievement was devalued. The wishes of parents were ignored. Those are the crimes.”

What you had, according to Price, was a tiny clique which succeeded in staging a coup, at least in one major sector of the culture. The people at the top of American education were willing to sacrifice traditional educational concerns in order to maximize social engineering. “You might object,” Price notes, “that they didn’t succeed in creating a socialist country. But isn’t that still open? In any event, facing the truth is essential. If we want to improve American education, we first have to acknowledge why it’s not as good as it could be.”

“41: Educators O. J. Simpson, and Guilt” is just one of several important new articles on, which has emerged as a leading voice for education reform. “38: Saving Public Schools” offers a radical critique of the public schools. “40: Sight Words–The Big Stupid” explains why so many students don’t learn to read. “45: The Crusade Against Knowledge” explains why American schools don’t emphasize content. The site was founded in 2005.

Bruce Price, the founder of, is the author of “THE EDUCATION ENIGMA–What Happpened To American Education.”

Article summary: Leading education site argues that John Dewey and his successors engaged in a conspiracy to change the public schools in a way that most Americans would have voted against. Problem is, they weren’t given that option. Dewey and his colleagues worked in secrecy. Facing our own history is crucial if we want to improve the schools.

Bruce Price, author of “THE EDUCATION ENIGMA–What Happpened To American Education,” is the founder of, which presents more than 50 original articles about culture, language and education.

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