Fluoride has caused concern and controversy for the last 75 years.
Wikipedia reports: “Water fluoridation has frequently been the subject of conspiracy theories. During the ‘Red Scare’ in the United States during the late 1940s and 1950s...activists on the far right of American politics routinely asserted that fluoridation was part of a far-reaching plot to impose a socialist or communist regime.”
Sorting out the claims about fluoride is difficult. The only thing everyone seems to agree on is that it’s dangerous for children. Every fluoride toothpaste says on the package, do not give to children under six.
Here are the sort of claims you run into if you research fluoride on the internet:
“The daily dose of fluoride recommended by the American Dental Association results in the same level of fluoride in your blood shown to cause an 8-point drop in IQ.”
"When the Nazis under Hitler decided to go into Poland, both the German General Staff and the Russian General Staff exchanged scientific and military ideas, plans, and personnel, and the scheme of mass control through water medication was seized upon by the Russian Communists because it fitted ideally into their plan to communize the world....[A chemist testified:] ’I was told of this entire scheme by a German chemist who was an official of the great IG Farben chemical industries and was also prominent in the Nazi movement at the time.’”
“There is no difference in tooth decay between nations that fluoridate their water and those that do not.”
The Nazis and Communists were capable of any evil. But we don’t want to believe that ruthless government hacks would deliberately try to stunt other Americans. However, we might well deduce that we do have people that malevolent in the field of education.
How can that charge be made? Because virtually everything our Education Establishment tries to do is the psychological equivalent of fluoride. That is, you get the same steady reduction in IQ and test scores. Fluoride the chemical does to the brain chemically what common education theories and methods do to the brain cognitively.
Discussing each detail of what the Education Establishment does in the schools could be a book-length project. So let’s go the other way and reduce this story to the John Dewey Two-Step.
Step One: using any excuse possible, eliminate academic content. Typically you say it’s too hard, or its remote from our students. That’s how they get rid of Latin, the classics of all kinds, cursive writing, grammar, most history, higher math and hard science. Over the last century, our Education Establishment has probably eliminated half of what schools considered normal only a few generations ago.
Step Two is more interesting. What they do here is to teach the remaining content in incoherent ways, so that most kids end up ignorant and confused. Here’s an extreme parallel. If a National Council of Teachers of Driving existed and were like the National Council of Teachers of Math (NCTM), they would recommend that driving be taught in this incoherent sequence: the role of cars in foreign countries; tips on changing flat tires; invention of the internal combustion engine; gasoline as pollutant causing global warming; how to control skids; how to select the car that’s right for you, etc.
You notice that the kids are kept busy but they have not been near a car nor are they learning to drive. Nobody is required to memorize anything because that’s considered unnecessary. So the remaining half of academic content is muddled and you have effectively reduced what the average student learns below 25% of what used to be considered a high school education.
You have a kind of genius here, Pavlovian genius. The Russians are fascinated with what puts people into shock, with what makes people surrender the most quickly. Whole Word befuddles the brain so it can’t read. Reform Math distracts the brain so it can’t do common math. Constructivism disorients the brains so it doesn’t retain very much information.
Hostile to both knowledge and mastery, the public schools have become instruments of control, not of education.
As Robin Eubanks notes in her new book “Credentialed to Destroy”: “When you pay your property taxes to finance the local schools or when you write that large college tuition check, do you ever imagine you are sending your kids away so someone can limit their ability to think? Restrict what they can do? Fundamentally alter their beliefs and values and attitudes and dispositions? All intended to make them malleable in the hands of those with either political power or connections to it?"
So, in effect, we do have fluoride in our classrooms. The weird theories and methods devised by our education professors are as destructive as fluoride.
POSTSCRIPT: remarkably, the Virginian-Pilot, on February 13 picked up a New York Times story with this headline: “Brushing with fluoride urged for children younger than two.”