The Tenpenny Files with Alex Newman

The modern education system did not drift away from its original purpose. It was redirected by design, through ideology, money, and policy that treated children as raw material for reshaping society.

Alex Newman situates the origins of government schooling in the early nineteenth century, when influential thinkers openly rejected Christianity, parental authority, and private responsibility. Education became the chosen mechanism for undoing those foundations, justified as progress while quietly transferring control from families and churches to the state, leaving unanswered questions about who held rightful authority over children.

That vision found traction through compulsory attendance laws that forced parents to surrender their children to centralized systems. Early resistance surfaced from educators who documented academic failure and intellectual decline, objections that were formally recorded and then disregarded as government power expanded and enforcement hardened.

As the system grew, literacy instruction was altered in ways that weakened independent reading and comprehension. Methods once discredited were revived and institutionalized, producing generations increasingly dependent on authority for interpretation and meaning. These outcomes were observed, measured, and normalized rather than corrected, embedding dysfunction into the structure itself.

Financial influence accelerated the process as powerful interests funded teacher training, curriculum development, and administrative oversight. Education shifted away from transmitting knowledge and toward shaping attitudes, beliefs, and worldview. Academic failure no longer signaled a breakdown. It signaled compliance.

Federal agencies later formalized these structures while international bodies aligned national education systems under global standards. Prayer and scripture were removed, secular ideology was installed, and moral instruction was reframed as neutrality. Education ceased to reflect the values that once produced widespread literacy and civic responsibility, leaving spiritual and intellectual authority unresolved.

The consequences now surface in national literacy data, ideological alignment among youth, and the collapse of parental control over what children are taught. What began as theory became policy, then routine, while responsibility diffused across institutions that no longer answer to families, churches, or communities.

You’ve never heard this laid out like this before. And you won’t again.

Meet our Guest:

Alex Newman is an international journalist, educator, and author whose work focuses on the intersection of education, faith, and government power. As president of Liberty Sentinel Media and senior editor at The New American, he has documented education policy across continents while examining how ideology becomes institutionalized through schooling. His reporting and analysis challenge long-standing assumptions about who controls education and why.

Website:

Libertysentinel.org