The Merriam Webster Dictionary defines CORRUPTION as “dishonest or illegal behavior especially by powerful people”, and by the time I finished reading the last page of The Educator and the Oligarch: A Teacher Challenges the Gates Foundation, I was convinced that Bill Gates was a charlatan, is corrupt, and three famous quotes were spinning inside my head.
The first quote was from Lord John Acton (1834-1902) who said, “Power tends to corrupt and absolute power corrupts absolutely. Great men are almost always bad men, even when they exercise influence and not authority.”
I think Bill Gates is one of those bad men who is using his wealth to exercise influence over government to achieve his own goals for public education in the United States—no matter how many millions of children, parents and teachers he will hurt.
There are 27 chapters in the book and—in many—Cody offers examples of Bill Gates saying one thing for public consumption to obviously fool as many people as possible while Cody offers the evidence that the Gates Foundation does the exact opposite.
For instance—not mentioned in the book—is the fact that recently the Gates Foundation promoted in the media an offer of one million dollars in grants to help teachers buy classroom supplies, but—in the book—Cody reveals that the Gates Foundation has dedicated $5 to $7 billion to influence federal and state governments to develop the Common Core State Standards and use student test results to rank and yank teachers in addition to supporting the spread of corporate Charter schools while getting rid of elected school boards and closing public schools—for good.
THINK—Bill Gates spends one million dollars to boost his public image as a humanitarian, but at the same time, his foundation is quietly spending $5 to $7 billion to spread his influence like a malignant cancer—did you know that almost 4-million public school teachers spend about two billion dollars annually to buy materials for their classrooms so children can learn? But Bill Gates offered 0.0005% of what teachers spend annually to buy supplies for their classrooms, and 0.00014% of what he is spending to destroy the public schools.
The second quote comes from Carl Sagan (1934 – 1996): “One of the saddest lessons of history is this: If we’ve been bamboozled long enough, we tend to reject any evidence of the bamboozle. We’re no longer interested in finding out the truth. The bamboozle has captured us. It’s simply too painful to acknowledge, even to ourselves, that we’ve been taken. Once you give a charlatan power over you, you almost never get it back.”
It is arguable that Bill Gates was bamboozled by Gene Wilhoit and David Coleman who went to see Bill Gates in 2008 to ask him to underwrite the Common Core State Standards, and now Bill Gates is not interested in finding out the truth and is bamboozling as many people as possible when he says one thing in the media to make himself look good, but then spends billions to crush the teachers’ unions, take away due process job protection from all teachers with a goal to fire almost one million teachers annually, increase class sizes and turn children into brainwashed, bamboozled drones who are forced to learn from computers while the few teachers that remain become classroom monitors (baby sitters) with one goal: to force those children to raise test scores—no questions asked. It doesn’t matter if the children learn anything useful as long as the test scores improve, and billionaires like Bill Gates get to brag that they made it all happen—even if they have to falsify the facts to look like they succeeded when they didn’t, which is already happening—the falsifying of facts!
The third quote comes from Abraham Lincoln who said, “You (Bill Gates) can fool all the people some of the time, and some of the people all the time, but you (Bill Gates) cannot fool all the people all the time.”
I think that once many of the people who have already been fooled by Bill Gates discover the facts—then the house of cards that Bill Gates has spent billions to build is going to crumble along with his false reputation as a humanitarian that he has worked so hard to create.
This is where Cody’s book works best, because when you finish reading it, if you still think Bill Gates is a humanitarian—instead of the corrupt billionaire that he clearly is—then you have been bamboozled proving that Carl Sagan was right.
I bought The Educator and the Oligarch: A Teacher Challenges the Gates Foundation at Laurel Book Store in Oakland, California. This review is my honest opinion about Bill Gates and a book that reveals that power and wealth have corrupted this billionaire totally with little chance of redemption.
_______________________
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
Honorable Mention in Biography/Autobiography at 2014 Southern California Book Festival
His third book is Crazy is Normal, a classroom exposé, a memoir. “Lofthouse presents us with grungy classrooms, kids who don’t want to be in school, and the consequences of growing up in a hardscrabble world. While some parents support his efforts, many sabotage them—and isolated administrators make the work of Lofthouse and his peers even more difficult.” – Bruce Reeves
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
Crazy Normal - the Classroom Exposé 
Lloyd Lofthouse
December 28, 2014 at 07:04
Reblogged this on Lloyd Lofthouse.
silverliz
February 4, 2016 at 06:01
Reblogged this on veraewatson15 and commented:
I’ve been waiting many, many years to hear someone say this. Thank you Lloyd Lofthouse, I was trained for two years to teach and in my first job had no support whatsoever, drowning in the deep end.
Lloyd Lofthouse
February 4, 2016 at 07:32
I understand. During the 30 years that I was a public school teacher in Southern California I worked with about 9 or 10 principals and some were very supportive but some were very supportive and combative holding teachers accountable for things we, in no way, could accomplish. For instance, making sure our students actually read books outside of class, brought material to class—like paper and a pen to do the work on—and do any homework assigned. If a child doesn’t want to learn for whatever reason, teachers should not be punished for it. In every class I taught there were always students hungry to learn, willing to cooperate but there were also children who were not—except for the one elective high school journalism class I advised and taught for seven years while teaching four sections of ninth grade English. The students in that journalism class were there because they wanted to be and the grades were mostly As with a few Bs. These students were willing to show up at school at 6 AM when the gates were unlocked and still be there working on their stories or layouts for the HS paper at 10 PM, 16 hours later when we had to leave because the school’s alarms were being turned on. In the same school we had students like this sharing classroom space with members of violent and dangerous street gangs in an area where the poverty rate was 70% or higher.
Lloyd Lofthouse
February 4, 2016 at 07:32
I understand. During the 30 years that I was a public school teacher in Southern California I worked with about 9 or 10 principals and some were very supportive but some were very supportive and combative holding teachers accountable for things we, in no way, could accomplish. For instance, making sure our students actually read books outside of class, brought material to class—like paper and a pen to do the work on—and do any homework assigned. If a child doesn’t want to learn for whatever reason, teachers should not be punished for it. In every class I taught there were always students hungry to learn, willing to cooperate but there were also children who were not—except for the one elective high school journalism class I advised and taught for seven years while teaching four sections of ninth grade English. The students in that journalism class were there because they wanted to be and the grades were mostly As with a few Bs. These students were willing to show up at school at 6 AM when the gates were unlocked and still be there working on their stories or layouts for the HS paper at 10 PM, 16 hours later when we had to leave because the school’s alarms were being turned on. In the same school we had students like this sharing classroom space with members of violent and dangerous street gangs in an area where the poverty rate was 70% or higher.