Ron Higgins (R) - Candidate for WA Superintendent of Public Instruction
Ron Higgins (R) is running for WA Superintendent of Public Instruction
Political Party: Non-Partisan (I affiliate with the Republican Party because I want a voice in picking the candidate who runs in the general election. I chose the Republican Party because its party platform is more aligned with the principles of the Declaration of Independence and the US Constitution than the party platform of the other major political party.) Education: MS, Chemical Engineering, University of Washington, 1980 MS, Aeronautical Systems, University of West Florida, 1970 BS, Chemistry, California Polytechnic State University, 1969 Spouse: Deborah (Married for 28 years. Two adult children; son, Nate, graduated from Gonzaga University and is a financial analyst; daughter Abby graduated from Walla Walla University and is a graduate student at WSU.) Religion: Christian Date of Birth: September 5, 1947
Certificated Teaching Experience • Certificated teacher with an endorsement in mathematics (Certificate No. 464273B) • 2010-Present – Substitute Teacher • Approved to substitute teach in six school districts (Pasco, Kennewick, Richland, Kiona- Benton City, Columbia Burbank, and Finley) • Substitute taught in every grade from pre-school through high school, including bi- lingual and special education • Substitute taught at ten high schools, twelve middle schools, fourteen elementary schools, three alternative high schools, the science and technology high school, the vocational high school, and the Juvenile Justice Center •Taught mathematics, science, social studies, language arts, and physical education
Classified Teaching Experience • 2010-11 – Substitute school bus driver for the Pasco School District
Other Teaching/Training/Examiner Experience • 1989 - Chemistry lecturer/lab instructor, Scott Community College, Bettendorf, Iowa • 1981-86 – Operator Licensing Examiner for the Nuclear Regulatory Commission; prepared, administered, and graded examinations as the final requirement for personnel prior to their license to operate a commercial nuclear power plant • 1978-80 – Trainer of Certified Reactor Operators at N-Reactor at Hanford, Washington • 1976-85 – Certified Flight Instructor and Certified Instrument Flight Instructor • 1975-78 – Instructor at the Naval Reactors Facility; taught Naval personnel how to operate nuclear power plants for Navy ships • 1972-74 - Training Office for Marine Corps Air Station (Helicopter), Tustin, California • 1969 - Chemistry lab instructor at California Polytechnic State University in San Luis Obispo, California
Military • Lt. Colonel, US Marine Corps (Retired) • 1985-86 – Officer-in-Charge, Headquarters and Maintenance Squadron 49, Detachment E, Glenview Naval Air Station, Glenview, Illinois • 1971-72 - Marine Corps helicopter pilot in Vietnam during the Vietnam War • 1970 - Designated Naval Aviator
Community • Church liaison to the Tri-Cities Pregnancy Network • Speaker at the Union Gospel Mission in Pasco, Washington, once a month • Regular blood platelet donor for the Red Cross
Youth Activities • 2012-Present – Mentor for the Youth Ignite mentoring program, Richland, Washington • 2003-07 - Parent Patrol at Richland High School; as a volunteer, assisted the staff in monitoring student activities • 1994-99 - Youth Soccer Referee, Richland, Washington • 1994-98 - Bible Study Fellowship Children's Leader, Richland, Washington • 1992-96 - Sunday School Teacher for four-year old children at West Side Church, Richland, Washington • 1997-2006 - Boy Scout Leader, Troop 248, Richland, Washington • 1994-97 - Cub Scout Master, Pack 237, Richland, Washington
Top 5 priorities if elected Washington State Superintendent of Public Instruction:
1. Connect students with their heritage by ensuring they are thoroughly instructed on our nation's founding documents, especially the Declaration of Independence and the US Constitution. The principles of our founding documents are so essential, all of our courses from elementary school through college should be aligned with these principles. Ensure that teacher's colleges adequately prepare future teachers to properly teach these principles.
2. Protect the health and safety of staff and students from violence and from bullying by certain well-financed special-interest pressure groups that affirm and promote sexual promiscuity and unhealthy lifestyles.
3. Reduce the dropout rate by only requiring the mastery of basic, relevant subjects for high school graduation. To prepare students to become productive citizens, education should impart basic knowledge in communication (reading, writing, speaking, and listening in English), computation (arithmetic, basic algebra and geometry), and civics. More rigorous or specialized academic training should not be required except for those planning to continue their education in college. Keeping required classes relevant and aligned with a student's interests and career objectives will keep students engaged and less likely to drop out.
4. Give students accurate information about the benefits and costs of a college education to determine if it is worth their expenditure of money and time. Although all students should have the opportunity to attend college if they have the aptitude and commitment to do so, too often students expend significant resources of time and money in college and do not graduate, or, if they do graduate, they are burdened with large financial obligations with no prospects for employment in a related field.
5. Allow teachers to attain additional endorsements in an expeditious manner. Certificated teachers who possess expertise in other subject areas should be able to become endorsed in those areas expeditiously by demonstrating their subject matter proficiency, their ability to teach the subject, and their ability to manage a class. Allowing teachers to attain additional endorsements in an expeditious manner will give teachers enhanced career opportunities while affording school administrators more flexibility in making class and subject assignments.
Reasons for Running and Philosophy of Education
After retiring as an engineer, I earned my teaching certificate in secondary math and have been substitute teaching for the past several years. I substitute teach in six school districts and teach all subjects from pre-school through high school, including special education and bi-lingual. On many occasions I had the opportunity to ask students what the function of government was, what a republic was, what their rights were, where their rights were listed, and what was the source of their rights. In almost all cases, none of the students could answer these questions. Had the students been more thoroughly instructed in the principles of our foundational documents (the Declaration of Independence and the US Constitution, among others), the students would have been able to answer these questions without much trouble.
The students' unfamiliarity with our founding documents and the principles upon which they are founded was so pervasive that I concluded that their unfamiliarity was due to inadequacy of the curriculum rather than the failure of the teacher to teach or the students to learn. After watching two very disturbing videos: Agenda and Indoctrination, both of
which document how enemies of our constitutional liberties plan to use our education system to destroy our country, I became convinced that the unfamiliarity of our students with our nation's founding documents was a purposeful strategy to sever our children from their heritage. My opinion was affirmed after reading an essay published in the Congressional Record in 1987 by some militant homosexuals boasting how they would molest our children in our schools, which I take as a very real threat to our children's health and safety by individuals very willing and capable of carrying out their threats. Finally, I read an excerpt from The Naked Communist, by Cleon Skousen, which listed 45 goals of the Communist Party in 1963, some of which involve education. The following list contains some of these goals: 17 "Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teacher's associations. Put the party line in textbooks." 25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV. 26. Present homosexuality, degeneracy and promiscuity as "normal, natural, healthy." 28. Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of "separation of church and state." 29. Discredit the American Constitution by calling it inadequate, old-fashioned, out of step with modern needs, a hindrance to cooperation between nations on a worldwide basis. 30. Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the "common man." 31. Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the "big picture." Give more emphasis to Russian history since the Communists took over. 32. Support any socialist movement to give centralized control over any part of the culture-- education, social agencies, welfare programs, mental health clinics, etc. 40. Discredit the family as an institution. Encourage promiscuity and easy divorce. 41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.
I concluded that the philosophy of those who control our education system is reflective of the philosophy of Dr. Chester M. Pierce, Professor of Education and Psychiatry, Harvard University, given in an address to the Association for Childhood Education International in April 1972, in Denver, Colorado. During this address, Dr. Pierce made the following statement: "Every child in America entering school at the age of five is insane because he comes to school with certain allegiances toward our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, toward the sovereignty of this nation as a separate entity. It's up to you as teachers to make all of these sick children well, by creating the international children of the future."
My philosophy of education is quite a bit different from that of Dr. Pierce and is summarized as follows:
"Every child in America will enter school at the age of five rational and well-adjusted if he or she comes to school with strong allegiances toward our founding fathers, toward the foundational principles of our nation, toward his or her parents, toward a belief in God, and toward the sovereignty of this nation as a separate entity. It's up to us as teachers to instill these allegiances if the children don't possess them, and strengthen and affirm these allegiances if the children already do possess them. Our goal is to assist parents in safely shepherding their children from childhood to adulthood by teaching the children the principles that made our country and people free and prosperous, so the children become responsible men and women in our sovereign, constitutional republic and free enterprise economy."
Because of what I perceive to be very real threats to our liberties, and the fact that the philosophy of the classroom in one generation will be the philosophy of the government in the next generation, I filed to run for statewide public office as the Washington State Superintendent of Public Instruction because I want to push back! I believe that the best way to counteract these malevolent influences is to teach, model, and promote the principles of our founding documents (the Declaration of Independence and US Constitution), so our children will know and understand the principles that have given our nation and its people the unprecedented freedom and prosperity that we have enjoyed.
Unfortunately I will not be advancing to the general election in November. Although I am presently in second place in the race for Washington State Superintendent of Public Instruction, this is a non-partisan race. If one candidate receives more than 50% of the vote during the primary election, that candidate wins. The incumbent, Mr. Dorn, has over 50% of the vote, so he will be declared the winner and will not face opposition in the November general election. Had Mr. Dorn received less than 50% of the vote, I would have advanced to the general election, and I assure you that I could have livened up the dullest candidate's forum. As it is, instead of receiving the "silver medal," I am relegated to being the "first of the losers."
School is scheduled to start in two weeks, and I eagerly anticipate being kept very busy substitute teaching this coming year (the last two years I have worked nearly every day). Education of our posterity in the principles of liberty is the most important investment we as a society can make. I look forward to resuming my role in that endeavor as a substitute public school teacher.
Ronald L. (Ron) Higgins Candidate for Washington Superintendent of Public Instruction August 16, 2012
Peter Goldmark began his education in a one-room schoolhouse at Duley Lake near Okanogan, Washington. He graduated from Okanogan High School in Okanogan>>
Peter Goldmark began his education in a one-room schoolhouse at Duley Lake near Okanogan, Washington. He graduated from Okanogan High School in Okanogan and in 1967 received a degree from Haverford College near Philadelphia.>>