Part 5/12:
Goodwin highlights that the struggle to reform education isn’t recent; it’s a continuation of a progressive trend that began early in the 20th century when influential figures deliberately sought to secularize and control schooling. He traces this infiltration back to the early 1900s when progressives, borrowing concepts from Soviet control of key industries (“commanding heights”), aimed to take over the education system—initially resisting classical Christian curricula and replacing them with secular, often Marxist, ideologies.