Go, Maine, Go!“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 AmericanDeception.com.

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]