While I was watching cartoons, a real war was being fought for me.

We recently passed an interesting date in the history of our country- October 24, 1975. On that day, very likely I attended Kindergarten morning classes, complete with naptime and snack time. Then, came home to some afternoon activities with my Mom. For the late afternoon there was Mister Roger’s Neighborhood, Sesame Street, The Electric Company, then iced tea, tacos, a casserole or something else tasty for dinner with brother and Dad included. These were my  wonder years.

Today, I realize that while I was just a kid, many people were sitting up, paying attention and fighting for me.

Television had really begun to reach deep into America’s collective mind, and while she slept, and I zoned out, her very underpinnings were handed over, and in Philadelphia, no less, just 70 minutes’ drive from my place in the neighborhood.

On October 24, 1975, the World Affairs Council of Philadelphia issued a “Declaration of Interdependence”.

Excerpts follow~

“WHEN IN THE COURSE OF HISTORY the threat of extinction confronts mankind, it is necessary for the people of The United States to declare their interdependence with the people of all nations and to embrace those principles and build those institutions which will enable mankind to survive and civilization to flourish….
Two centuries ago our forefathers brought forth a new nation; now we must join with
others to bring forth a new world order….
WE AFFIRM that the economy of all nations is a seamless web, and that no one nation can any longer effectively maintain its processes of production and monetary systems without recognizing the necessity for collaborative regulation by international authorities.”

Charlotte Isserbyte said of this;

” In 1976 the National Education Association produced a social studies curriculum entitled A Declaration of Interdependence: Education for a Global Community which Congresswoman
Marjorie Holt (R.-MD) described as “an atrocious betrayal of American independence.

“It wasn’t until the 1980s and 1990s that the relationship between “interdependence” or “new world order” and America’s education of children became prominent in outcomes in each state. Interdependence is also an undergirding concept in global education.
In 1976 a coterie of internationalists thought their plans would have smooth sailing, not the resistance they encountered at the grassroots level which set them back a good twenty years. What we are experiencing in 1999 (American soldiers being deployed world-wide as part of United Nations “peace-keeping” operations, and UN land confiscation through executive orders, etc.)
was delayed by the activism of courageous Americans to whom we all owe an enormous debt of gratitude.”

The Sell Out of America: Archives of October 24 1975 event

This document was a contribution to our nation’s celebration of its 200th birthday, and, incredibly  was signed by 125 members of the U.S. House and Senate.

Imagine celebrating Liberty’s birthday by telling her to go upstairs, change into different clothing not chosen by her, and come down after memorizing her new likes/ dislikes? She must change everything she ever stood for and be a different global girl who stands for whatever she is told to stand for.

That is exactly what happened to America in 1975 that October afternoon.

Three cheers for Congresswoman Marjorie Holt (R.-MD) who refused to sign the treasonous document. She should be honored posthumously for her stand, because she  was right in describing  it  as “an atrocious betrayal of American independence.”image

So if you wondered why your education and that of your children is/was marked with the constant terms “global community”, “global standards” and building of “global citizens”, you can thank those  “dignitaries” who were watching protesters  while I was watching Sesame Street.



“It is the State, Ultimately that gives rights…”

Go see it! Be challenged. I went with a friend to see Dinesh D’Souza’s latest movie, which is listed on Rotten Tomatoes with NO ratings from any movie critic, but garners a 90%  favorability rating from real people who go to see it. From both sides of the theater and political aisle, I might add.

Having seen his other films, I found “Death of a Nation” to be a biased, somewhat formulaic  documentary but among elements of predictability, I appreciated D’Souza’s research, interview and hard work.38500792_2363107687049206_7686150963274448896_n

He has a passion for telling his story with persistence.

I wrote “formulaic” because his films resemble one another in construct, you know what you are getting, but he also presents plenty of evidence to support his ideas. Regardless of your opinions, you will be able to appreciate the production of this film and if you are a history reader like me, you may be inspired to read more on the people and claims there made.

D’Souza  presents an interesting theory on the idea of the transfer of the 18th century plantation  to turn of the century immigrants in major cities, to the ghettos in America today run by those who embrace socialism and prevent upward mobility.

300px-Tammany_Ring,_Nast_cropFrom Tammany Hall, to the L.A. barrio, to the Chocktaw Indian reservation in the Black Hills of South Dakota, the duping and resulting hopelessness of our nation’s vulnerable reminds me of many families viewing education choices in 2018  America. Under the Education umbrella, both parties are equally culpable in the notion that it is the state that confers rights on the American people. This is a glaring omission in D’Souza’s work.

Retaining true choices in an ever growing State begins with proper taxonomy, sorting the unworkable wrong ideas out from the right ones. In the following two clips, the worst ideas are verbalized regarding rights. One from a media favorite, the second from a lawyer.

The media Left’s Charlottesville narrative—that white nationalists are on the Right—is fake

White supremicist, Richard Spencer in Dinesh D’Souza’s “Death of a Nation” Film exposes his socialist-collectivist bent. Richard Spencer comments on “What are our rights in this country?” and “Who gives us rights? Notice the content of his words,

“No individual has a right outside of a collective community. You have rights, not eternally or… given by God, or by Nature or whatever.” He continues, “You have them (rights) because you are part of this community, ultimately the STATE gives those rights to you.”

What a philosophy, coming from someone who the media claims is Right wing! In “Death of a Nation”  D’Souza makes his point well. The actual words of someone shine a light on their true ideological leanings.

Collectivist core and source of rights conferred by the State is similarly revealed, as we peer into the world of education. Many in both the Democratic and the Republican parties, whether they admit to it or not  share statist ideas on homeschooling and the control of American families that stricter laws on homeschooling are necessary.

Watch this excerpt from “Michelle Malkin Investigates, Season two, Episode two” featuring the sentiments of Jim Dwyer, a Law Professor from William and Mary College who is writing a book about the History of Homeschooling.

Dwyer says it like this : It is the State that gives you the right to parent

“It is the STATE that is empowering parents to do anything with children, to take them home, they have custody and to make any kind of decisions about that.”

Researcher Dr. Brian Ray of the National Home Education Research Institute responds, “That’s totally antithetical to American history and American historical thinking in fact, the logical conclusion of an academic or a legislative  policy maker who  believes that parents are given rights from the STATE is that – they (academics and legislative policy makers) can control everything.”

Our children’s love of learning is our most precious charge. It must be cultivated by the best ideas beginning with the origin of the rights of families to live and serve together well.

Are the best ideas  for individual freedom embodied on the right or on the left?

Mr. D’Souza, I am glad you asked that question.

Now perhaps, you might examine the ideals which compel America’s educational and family life trends ?

On which party will you pin the tail?




Relinquish your personal data, promote a “greater good” as defined by bureaucrats

 President Trump just locked into place a new fed ed law HR 2353, exclusively for Career Tech Ed, an arm of Common Core. He claims we will have more state led education from this, but held up to his earlier promises to the electorate to End Common Core, this writer doubts it.

So far 2018 also featured  the merger of the U.S. Departments of Labor & Education, a banner raised to the Soviet mode of viewing human capital, our children, reducing them to cogs in a wheel or rats in a cage. How we wish President Reagan, when given the chance to end the Dept. of Ed- our Federal intrusion into American family life, had not said, “Nyet.”

On this merger,  Jane Robbins, with the American Principles Project Foundation, which works to restore our nation’s founding principles- said this:

“Rather than returning government to the people as the president promised, it centralizes government,” she said. “It codifies the Common Core-type workforce development model of job training, rather than genuine education, and gives Big Business outsized influence on what happens in schools. It promotes data sharing and citizen tracking for the benefit of a government-managed economy. It’s a mess.”

She also testified to the US House of Education and the Workforce in January about protecting citizens’ privacy when evaluating government programs, especially in the area of education.

Despite concerns raised by Ms.Robbins and others, the federal government under Donald Trump promises to make data King and privacy, a form of human dignity, a thing of the past.

Testimony Jane Robbins


Note  valid points that “analyses contemplated by the Commission go even further than merely sharing discrete data points among agencies. They involve creating new information about individuals, via matching data, drawing conclusions, and making predictions about those individuals.


Telling that student he must relinquish control over his personal data to promote a greater good as defined by bureaucrats and lobbyists – or even worse, just dragooning him without telling him anything – not only violates Fair Information Principles but is simply un-American.”

As stated by Mr. Frank Balz of the National Association of Independent Colleges and Universities, “the act of enrolling in college, even for a single course, should not require permanent entry into a federal registry.” But that’s what all proposals for a unit-record system would require.

Mr. Balz also expressed concern about future expansion of such a system, which brings us to a second problem. Fair Information Principles also prohibit “repurposing” data for things not contemplated by the citizen owners when they turned it over. But the various program- evaluation schemes under consideration in Congress would do exactly that.

The problem is that literally everything can be linked to education. So why stop with employment data? Why not analyze the connection between one’s education and his health?Or his participation in the military? Or his housing choices? Or the number of children he has?

Or his political activity? Or whether his suspension from school in 6th grade might indicate a future life of crime? As education-technology companies brag, predictive algorithms can be created, and their conclusions could allow government to push students down certain paths or close off others. And every question can be justified by citing “transparency,” “programeffectiveness,” or “better consumer information.”

One more consideration worth pursuing is the mere fact that much of what the government wants to accomplish through various so-called transparency bills can be accomplished through the free market.

7 See https://www.cippguide.org/2010/01/18/fair-information-practices-principles/.8 5 U.S.C. § 552a.




Why We Don’t Want ESAs

Decide SlowlyAs summer winds its way towards the start of another academic year for many families, it is time to decide Source for our kids’ education. From where comes our help?

Here in Michigan, we have a complicated landscape of School Choice, including the voucher option called the Public School Partnerships.

Joseph Ellis of Oklahoma Constitutional Home Educator’s Alliance, produced a video clarifying  what happens when state workers tie taxpayer money to a child for her education.

The points he makes regarding ESA’s and vouchers stand representative of the umbilical cord public school partnership workers develop in the last group of people to remain independent from government strings in education, the independent homeschoolers.

Here we note INCH’s Policy Paper regarding Parent Partnerships which has also been helpful in lending experience and wisdom.

Before you sign on the dotted line with the school district asking for your family, we want to let you know that independent options are still available to you which will respond to your family’s needs and situation, also that you will not go it alone if you do not wish to.

Why We Don’t Want ESAs

Michigan: The Effects of Charters on a State That Once Had Fine Public Schools

More on lack of accountability within the Education/ Public Funded variety…

Diane Ravitch's blog

It is no secret that the DeVos family controls state education policy in Michigan. As Betsy DeVos has acknowledged, when they make campaign contributions, they expect to see the changes they want.

Since DeVos took control, education in Michigan has been in decline. The state has hundreds of charter schools. Accountability is minimal. DeVos likes it that way. Michigan is the only state where 80% of charters operate for profit. That means less money for instruction because investors come first in a for-profit business.

Last year, the New York Times Magazine ran a very good article about the charter mess in Michigan. It points out that 70% of the charters are in the bottom half of state performance. So much for “saving poor kids from failing schools,” more like privatizing schools for profit without regard to the kids.

“The results have been stark. The 2016 report by the Education…

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My Mother’s Day pick: -New Book, How Common Core Infiltrated Education and Lowered Standards — United States Parents Involved in Education


Sandra Stotsky gives us a full on picture of Joy Pullman’s  comprehensive report on how and why our schools are now being run by a faceless bureaucracy in Washington, and how this happened without teachers’, school boards’ and parents’ prior knowledge or blessing…

“Third, how does “school choice” address any of the problems with the Common Core project? Pullmann’s commendable effort to describe the spider web spun by two wealthy people to ensnare all the nation’s children in their misconceived education agenda ends with a puzzling recommendation extolling school choice, as if giving low-income parents a choice of school building or school management solves the many problems that parents have had with Common Core’s standards, tests, and data-collection activities. Where readers might expect suggestions for how states or school districts might escape or have tried to escape from the Common Core spider web, we find instead a justification for school choice. It is common knowledge that charter schools or vouchers for private schools (the forms in which school choice most often occurs) are available chiefly to low-income parents and their children. No means test was used for many of the original charter schools in the 1990s. But in 2017 it is quite clear that charter schools and vouchers are designed to help low-income children escape “failing” schools.

If the entire system of public education is trapped in Common Core’s spider web, what helps children of low- to middle-income families (perhaps the bulk of the population in our public schools) escape the curriculum shaped by its standards, statemandated tests, and data-collection activities in the schools they apparently must attend unless they are homeschooled? How can charter schools (mostly public schools) escape the Common Core net?”

By Sandra Stotsky, University of Arkansas Libraries cannot set out politically balanced displays of books on the Common Core project because advocates and critics of it are far from evenly distributed. Most books on the subject do not consider the project a desirable reform (i.e., they do not favor workforce preparation for all students in […]

via New Book Tells the Story of How Common Core Infiltrated Education and Lowered Standards — United States Parents Involved in Education

A Whiston-Stop Moment: Michigan’s Rails of “School Choice”

State Superintendent Brian Whiston sent this memo regarding the Competency-Based Reporting Pilot Grant to the Michigan State Board of Education on August 30, 2016.


In this document, Michiganders see tracks being laid, one at a time, to run parent-led, parent funded education out on a rail- statute by statute, election by election.

In this article, readers will understand the impact “school choice” has on Michigan’s homeschoolers.

The subject of the Whiston Memo reads as follows:

“From the appropriation made under Section 21g of the 2016 School Aid Act, $500,000 has been appropriated for a grant to a public-private partnership between the Michigan Center of Innovation in Education and the Michigan Association of Intermediate School Administrators. The partnership, in collaboration with the Michigan Department of Education, is to develop and pilot a competency-based transcript and marketplace to provide enhanced choice to pupils and parents for the completion of the requirements for a high school diploma under the Michigan Merit standard.”

We pause to see a rail, one named “enhanced choice to pupils and parents”. What exactly is

“enhanced choice to pupils and parents”?

Enhanced choice should, more realistically read as follows, “enhanced state approved choice”, Through taxpayer funded protectionism, these “enhanced state approved choices will, in time, muscle out any fringe government-free educational choices we now have.

Goodness, why would I say that, why take such a leap?

Let us look at what is plainly written in the memo:

“The grantee will perform the following (Page 3, third bullet point):

Identify a means of accrediting education service providers as competency- based credentialing organizations to facilitate any-time, any-pace, any-way, any-place learning such that credentials, micro-credentials, credits, and micro- credits can be earned inside and outside traditional classroom settings.”

Our state has the goal to create competency- based credentialing organizations or CBCOs (creating more state workers to run it). The descriptor reads: “any time, any pace, any way, any place-“.

Any pace may make a parent think of how babies are taught to take their first steps, any place- a family’s living room, for instance?

According to my best understanding of this memo, Michigan tax dollars are being spent in the development of state run credentialing agencies who will break the glass ceiling of their original jurisdictions, namely, Michigan’s public school classrooms, and offer credentialed learning in your playroom, your kitchen and mine.

But remember, this is not merely an enhanced choice for pupils, it is an enhanced choice to parents as well.

As a parent we get to choose to have our kids time stamped into state-credentialed products, future job assignments guaranteed, so that they can work in the state of Michigan when they graduate.

Our kids will graduate, they’ll stay in state, if we, the parents, simply abdicate.

Karen Braun has framed the issue clearly from the perspective of those parents who do not wish to abdicate the parental role as educator of children and who want to remain deregulated inside our homes-

She wrote:

 “A homeschool parent is not going to be an “accredited service provider.” Unless of course they accept state funding and become a part of the state system.

The CBE reporting system will lead to a “pupil owned” transcript built on credentials, micro-credentials, and digital badges. Notice that these credentials are earned independent of state assessments.”

In essence, an independently overseen, parent-led homeschooler’s transcript will not contain the CBCO approval, the electronic micro badges or credentials employers and universities will be groomed to expect in Michigan’s longitudinal data system.

Parents who opt out of state partnerships of various models will be viewed as negligent, the “graduate” will be seen as unemployable in his state.

The deeper aspects of this created monopoly drive rail spikes deep into tracks spiriting Michigan families downrail from their American birthright of self government and the character of undiminished freedom for posterity expressed in the Preamble of Michigan’s own State Constitution.

“We, the people of the State of Michigan, grateful to Almighty God for the blessings of freedom, and earnestly desiring to secure these blessings undiminished to ourselves and our posterity, do ordain and establish this constitution.”

Michigan Parents, please mark, learn and relay the sentiments you hold to your Representative and State Board of Education.

There is much at stake.


On Curriculum Tweaking, Love, Exhaustion and Wonder

Sharon has come home full-time, and so have her children. It is a brand new day for their family. She wrote to us about her first boxed curriculum experience with a sense of humor as her spirit kept fomenting mini-rebellions within her mind all year long.

“I realized I had ‘tweaked’ all of the curriculum so much that we weren’t really using it at all anymore,” she wrote.

Her love for teaching and for her new role from public school teacher to homeschooling mom seemed to compel her to write her own goals for the kids, based on their family’s experiences, levels, interests and she questioned, for the first time in her preciously type A mind-whether absolutely “Everything- has to be graded?”

Love, Exhaustion and Wonder.

Sharon’s story teaches us that finding confidence in the “What” rather than the “Who” can yield experiences for the family that frankly negates pretty much all of the reasons we choose to homeschool.

If I had held to my formal music teacher training and years of both public school teaching and private Christian school teaching, we would never be the family we are right now. We are not perfect, but let me explain.

Over the 18 years we have been homeschooling, we read The Well-Trained Mind, then A Thomas Jefferson Education, then Leadership Education: The Phases of Learning, and now, I am finally studying and sharing the Charlotte Mason model.

Throughout my “Mom’s Journey”, we functioned by doing a combination of some math workbooks, Mystery of History and Peter Marshall, Apologia science (Dad-led—he is the science guy)—Ambleside online, reading aloud living books (a Charlotte Mason concept), Bible study, field trips, family music and Bible study outreach, and fellowship times.

We moved from PA to MI, where the state laws allowed for more deserved latitude for moms and dads to train up their kids the way God intended.

As a result, the young people in our family, for now, generally show enthusiasm for learning whether on their own or in a classroom seated in front of a fresh voice in the form of a Pastor, Vicar or teacher.

They are not forced into workbooks all day. We read together some, plan together some and do sit down sessions a few times per month.

Mainly the children choose reading, instrument practice, writing letters to family and friends, drawing, building, running outside and inventing new games and stories there.

Educational variety as this is entirely by God’s grace, that said, avoiding the lures of boxed curriculums, forced online mandated learning, and every kind of societal push to keep them the same as every other “_____-grader” has helped our family based on present indicators.

College professors are finding the mandated learning of millennial students, for example has not been beneficial.  Adam MacLeoud says, ” Their minds are held hostage” in Undoing the Dis-Education of Millennials

The courage to offer something different to our families requires us, requires me, to find companionship in the Lord. Swimming upstream is the immediate reason. Under the surface I have found myself stuck in missing automatic society- you see, the institution based, manufactured society  I experienced for 26 years is gone, and new connections based on mission must be forged slowly and wisely.

Spiritually exhausting?-Yes.

Certainly the change can create loneliness. This is one of our crosses, these places where we remember we are called to give and love in ways that hurt sometimes. But the Everlasting arms are still there, as we turn to Him.

So over the years  I turn over each facet of time home with our children, and wonder at this kind of preparation, at this time in the life of our world.

I ask ~ Are we called to bring our families and our kids to fearfulness in mandated, fill in the blank “learning” and tearful sessions to please man?

Decide Slowly Or are we to remember our first Love, and try to stay close enough to the kids so they catch it?

So they catch Him?








Un-doing the dis-education of millennials

The Emotional and Political Manipulation of Children

Personally, I am also in favor of a Parents Wake Up! Movement

United States Parents Involved in Education


Safety of students and staff in America’s schools is a major concern of parents across the country.  No one should accept school violence of any sort, from bullying to homicide. USPIE supports committed enforcement of effective laws, and implementation of policies and practices that will keep students and staff safe.

The current “School Walkout Movement” purports to be concerned about preventing student deaths. But Instead of being an authentic emotional response to shootings in schools or a genuine student-led movement, multiple reports have documented a well-financed, highly organized movement to advocate a specific political agenda — to restrict the Constitution’s 2nd Amendment to self-defense through firearms ownership.

USPIE believes students, staff, and the public are being emotionally manipulated into supporting “Gun Control” as the solution to the problem raised by the massacre in Parkland, Florida.  The Common Core-aligned Social Studies Standards teach students to “take informed action.”  Administrators and teachers…

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FedEd Budget- Baby Steps towards “Best”?

school-vintage-desk-back-to-school-159764.jpegThe United States Department of Education has revealed its 2018 budget, and of five themes, it looks like there were at least two baby steps in the right direction for families.

The Budget reveals five themes:

1) expanding school choice,
2) maintaining support for the Nation’s most vulnerable students,
3) simplifying funding for postsecondary education,
4) continuing to build evidence around educational innovation (i.e.: more school choice),
5) eliminating or reducing USED programs consistent with the limited federal role in education.
U.S. Parents Involved in Education issued their reaction and pointed to two sources, the President’s own initial promise to “largely eliminate” the Department of Education and secondly, Secretary of Education Betsy DeVos’ prepared remarks to the American Enterprise Institute.
President Trump’s initial comments on the Department of Education raised eyebrows in expectation, suggesting a lurch forward which would make any taxpaying American proud. We had a moment of imagining a 5 decade-old system finally receiving its due outcome, disassembly- in favor of a local approach to tooling our children.
As USPIE points out this footfall would not be repeated for more advancement, rather we have heard nothing more from the White House about this promise.
To a Wisconsin audience, Trump directed answers back from his Interviewer
I:”Would you eliminate any departments?”
T:”First of all, we want to bring education back to Wisconsin so we end Common Core —and the Department of Education is massive and it can be largely eliminated. Now you may want to have a little bit of—tentacles out there…”
On ‘Hannity,’ presidential candidate explains how he plans to balance the budget April 2016
(Tentacles— around children…lovely image?)
Happily we do see one new promising move on the part of the President’s Budget: that is:
“the elimination of funding for state longitudinal data systems. Data collection drives federal control of education and is the enforcer of national standards (Common Core). USPIE is very encouraged by the President’s attempt to cut the purse strings on the 15-year old federal data collection systems, which in effect is creating a national database. This is especially favorable considering the recent Congressional bills that will combine all federal data silos creating one federal data clearinghouse.” Are the cuts enough?
Once again, taxpaying parents are watching, hoping we can applaud another step. We really do not want mountains of data being collected on our children without our consent.
“Second,” USPIE continues,- “reductions in some federal education programs. Anytime federal education authorities eliminate or reduce programs it is a major step in the right direction. We are encouraged to see programs like 21stCentury Community Learning Centers on the chopping block, however, some failed programs such as Head Start not only remain intact but see an unwarranted increase in the President’s budget. As a matter of fact, Head Start is a program USPIE believes should be eliminated in favor of state level alternatives to pre-school.”
So, we see one step forward, two steps back and a teeter…
Why the fall?
Because of the hands that guide. Our president can prepare to step forward, but he needs to look up at the hands guiding the process. The hands of Education Secretary Betsy Devos are not poised to lead the US into an era of small government, big citizen.
Parents ask themselves “What is best for my children’s education” and “What IS a good education- what does it look like, sound like, what are its results?”

Our Guiding Hand said to the AEI this: “It’s past time to ask some of the questions that often get labeled as “non-negotiable” or just don’t get asked at all:

  • Why do we group students by age?
  • Why do schools close for the summer?
  • Why must the school day start with the rise of the sun?
  • Why are schools assigned by your address?
  • Why do students have to go to a school building in the first place?
  • Why is choice only available to those who can buy their way out? Or buy their way in?
  • Why can’t a student learn at his or her own pace?
  • Why isn’t technology more widely embraced in schools?
  • Why do we limit what a student can learn based upon the faculty and facilities available?” 

Devos at American Enterprise Institute

Ms. DeVos would like to have those conversations and create lives for our kids in all of the above factors, her deliberations bought and paid for by our tax dollars, the problem of the hour is that the tax base is asking this one question and would wad the rest and insert them into the diaper genie:
“Why do we still have a department of education?”
 So, the Education budget may be one small step in the right direction, but it does not remove the guiding direction we see as states even now consider eliminating State School Boards in favor of a governor’s choice appointee.
And federal school choice proposals still bloat outwards in this budget, “which make up 2 of the 5 themes in the budget with new federal spending at the tune of $1.4 billion,” another complaint leveled at the President by USPIE. are-the-cuts-enough
 Increasing federal control through school choice is underhanded at best, insulting at worst.
So we land on our bottoms still, but at least we tried to walk a little. Maybe it will take diligent voters with a firm grip on broad, family-centered education principles to lend their voting hands to help Mr. Trump  “Largely eliminate” the Department of Education.