Marybeth Hicks

“For example, under this bill, parents could object to a teacher’s plan to teach the history of France or the history of the civil or women’s rights movements,” Mr. Lynch is reported to have said.

“The intrinsic value of education is exposing students to new ideas and critical thinking,” he said. “This legislation encourages teachers to go the lowest common denominator in selecting material, in order to avoid ‘objections’ and the disruption it may cause their classrooms.”

Does Mr. Lynch really believe this law will be invoked to force teachers to use phonics rather than whole reading in the Granite State’s elementary schools?

That’s unlikely, and liberals like Mr. Lynch know it.

Rather, it’s intended to provide options to parents like Dennis and Aimee Taylor, whose outspoken objection to course material for Bedford High School’s personal finance course brought this issue to light in the first place.

Curriculum for that class included Barbara Ehrenreich’s, “Nickel and Dimed: On (Not) Getting By in America,” a leftist screed that decries capitalism and refers to Jesus Christ as a “wine-guzzling vagrant and precocious socialist.” It’s this sort of indoctrination parents are worried about, not algebra.

That is, unless New Hampshire educators also teach so-called “social justice math,” in which case, the best alternative may be home-schooling.

All across America, parents and lawmakers are realizing they may actually have the power to take control of the “skool aid” curriculum that now passes for education in our public schools.

Heck, Utah has even gone so far as to mandate that their schools teach students that the United States is, in fact, a democratically elected constitutional republic, and not just your garden-variety democracy.

What next, Utah? Phonics?

Marybeth Hicks

Marybeth Hicks is the author of Don't Let the Kids Drink the Kool-Aid: Confronting the Left's Assault on Our Families, Faith, and Freedom (Regnery Publishers, 2011).