Commie Core for Pre‑K

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Charlotte Thomson IserbytGo, Maine, Go!PreschoolDiploma“Qual­i­ty ear­ly child­hood edu­ca­tion — whether pro­vid­ed by par­ents or pri­vate or pub­lic pro­grams — can set stu­dents up for future suc­cess,” said Gov­er­nor Paul R. LeP­age. (Maine Press Release)

Anoth­er Com­mu­nist ini­tia­tive sup­port­ed by Maine’s neo­con­ser­v­a­tive Trot­skyite Gov­er­nor Paul LeP­age! From a Press Release from Saman­tha War­ren, Maine DOE Direc­tor of Com­mu­ni­ca­tions, dat­ed Decem­ber 10, 2014, titled “Maine DOE Award­ed $14.8 Mil­lion To Expand Pub­lic Preschool Access”:

AUGUSTA – The Maine Depart­ment of Edu­ca­tion has been award­ed $14.8 mil­lion to expand pub­lic preschool oppor­tu­ni­ties in 10 counties.

Over the next four years, the Depart­ment will pass 95 per­cent of the funds award­ed by the U.S. Depart­ment of Edu­ca­tion to 13 school dis­tricts with high per­cent­ages of low-income stu­dents so they can estab­lish or expand preschool pro­grams in part­ner­ship with local ear­ly child­hood pro­gram providers.

In total, 33 new class­rooms will be cre­at­ed with the fund­ing and most will open next Sep­tem­ber, adding to Maine’s exist­ing 205 class­rooms serv­ing 4‑year-old stu­dents. Anoth­er 23 class­rooms already in oper­a­tion will be expand­ed so stu­dents can attend five days a week for the full day.

With up to 16 stu­dents per preschool class­room, the award can poten­tial­ly allow access to ear­ly child­hood edu­ca­tion to more than 500 addi­tion­al Maine children.…

The Maine DOE’s grant appli­ca­tion earned the sec­ond high­est num­ber of points among the 36 states who applied for the fed­er­al fund­ing, with 18 states ulti­mate­ly receiv­ing awards.

Two lessons can be gleaned from this.

(1) Grab every fed­er­al dol­lar you can and lose your free­dom to be your child’s first and ONLY teacher! Maine, in the 1970s, received the U.S. Office of Edu­ca­tion Gold Medal for accept­ing the high­est num­ber of val­ues-destroy­ing Nation­al Dif­fu­sion Net­work pro­grams than any oth­er state in the nation. Maine’s leg­is­la­tors drool over the prospect of fed­er­al dol­lars to con­trol our chil­dren’s atti­tudes, val­ues, and beliefs, NOW start­ing with four-year olds!

Don’t hold your breath for them to move the Pavlov­ian brainwashing/conditioning down to birth!

And who cares about the neg­a­tive results found in fed­er­al gov­ern­ment eval­u­a­tions, such as those relat­ed to Head Start and the Fol­low Through Pro­gram, part of Pres­i­dent Lyn­don John­son’s Great Soci­ety of the 1960s. Who even remem­bers the failed Chica­go Mas­tery Learn­ing Pro­gram which had embed­ded into it Pavlov­ian Com­mu­nist prac­tices used in ear­ly child­hood pro­grams in the Sovi­et Union?

The Chica­go Mas­tery Learn­ing Pro­gram, which result­ed in half the inner city kids in the fresh­man class not grad­u­at­ing, con­tained many of the philo­soph­i­cal under­pin­nings found in recent ear­ly child­hood pro­grams, espe­cial­ly use of the Pavlovian/Skinnerian method. The Chica­go pro­gram was a pilot for the nation in imple­ment­ing Mas­tery Learning/OBE and Direct Instruc­tion, and for life­long Com­mu­ni­ty Edu­ca­tion under the Sovi­et unelect­ed coun­cil form of government.

This incred­i­bly impor­tant project which set the stage for edu­ca­tion restruc­tur­ing nation­wide is avail­able for down­load­ing at

Go to and type in "Chicago" in the search engine. When this page pops up click the red "Download Now" button to read this.

Go to and type in “Chica­go” in the search engine.
When this page pops up click the red “Down­load Now” but­ton to read this.

LEARNING AND INSTRUCTION, a Chica­go inner city schools posi­tion paper pre­sent­ed in June of 1968 to the Chica­go Board of Edu­ca­tion, was pro­duced by the plan­ning staff in Chica­go made up of: Dr. Don­ald Leu, William Far­quhar, Lee Shul­man, and the Chica­go and Michi­gan State uni­ver­si­ties in col­lab­o­ra­tion. One ref­er­ence used was Sovi­et Preschool Edu­ca­tion. The fol­low­ing quote is tak­en from page 3 of the above document:

The pri­ma­ry school years must begin for inner-city chil­dren no lat­er than age three. There must be no arti­fi­cial divi­sions between preschool, kinder­garten and ele­men­tary school years. A con­tin­u­ous and artic­u­lat­ed pro­gram of instruc­tion begin­ning at age three and con­tin­u­ing through at least ear­ly ado­les­cence should con­sti­tute ele­men­tary edu­ca­tion. [bold added] (2) Act­ing Com­mis­sion­er Rachel Tome stat­ed in the Maine Press Release that

To tru­ly give kids the strong start they need for suc­cess in kinder­garten and beyond, preschool pro­grams must be high qual­i­ty, where instruc­tion is inten­tion­al and ground­ed in research-based learn­ing stan­dards and proven best prac­tices.” [bold added] [Def­i­n­i­tion: bold­ed words are terms change agent edu­ca­tors use for “Pavlovian/Skinnerian stim­u­lus-response dog train­ing behav­ior mod­i­fi­ca­tion,” ed.] 

Rachel Tome continues:

That said, set­ting high expec­ta­tions ear­ly on does not com­pro­mise the fun that chil­dren at that young age deserve. As those of us who have been for­tu­nate to work with young chil­dren know, it’s impos­si­ble not to have fun with 4‑year-olds and learn­ing activ­i­ties can be cre­at­ed that are both rig­or­ous and pro­mote play so that social, emo­tion­al, phys­i­cal and intel­lec­tu­al devel­op­ment is fos­tered.” [bold added] 

I opposed the leg­is­la­tion which made pos­si­ble accep­tance of the above $14.8 mil­lion dol­lar grant award­ed to Maine’s Dept. of Edu­ca­tion. Any­one who has stud­ied ear­ly child­hood edu­ca­tion knows that much of the under­ly­ing phi­los­o­phy is bor­rowed from the Sovi­et Union’s ear­ly child­hood research and pro­grams. The fas­ci­nat­ing text­book enti­tled Sovi­et Pre-School Edu­ca­tion, Vol. I, trans­lat­ed by Prof. Hen­ry Chauncey and pub­lished by the Edu­ca­tion­al Test­ing Ser­vice (ETS) in 1969, may well have been required read­ing for those sup­port­ing this appli­ca­tion for fed­er­al funds. (I have dis­cov­ered that this book is still avail­able for pur­chase on the Internet.)

From the Foreword:

In May of 1965 I vis­it­ed he Sovi­et Union for the sec­ond time under the aus­pices of the U.S.-USSR Cul­tur­al Exchange Agree­ment.… it was in the city of Urkut­sk, deep in Siberia, that I was able to observe one of the kinder­gartens about which I had heard such favor­able com­ment. Because of the great inter­est in this coun­try in ear­ly child­hood edu­ca­tion and because of wide­spread curios­i­ty about how youth in the Sovi­et Union are being brought up, it seemed desir­able to make the details of this pro­gram avail­able to a wide Amer­i­can audience.

The val­ue of read­ing this vol­ume lies part­ly in under­stand­ing the Sovi­et ded­i­ca­tion to ear­ly train­ing and part­ly in dis­cov­er­ing the nature of what the Sovi­ets con­sid­er an effec­tive preschool and kinder­garten pro­gram. The Rus­sians pride them­selves on giv­ing chil­dren top pri­or­i­ty. They speak of this fre­quent­ly, and it is clear from the nature of the pro­gram and the care­ful thought that has gone into it that no effort has been spared to pro­vide exact­ly the kind of envi­ron­ment and edu­ca­tion­al oppor­tu­ni­ty that they deem to be most appro­pri­ate, both for the devel­op­ment of the child and for the future of a com­mu­nist soci­ety. [bold added]