Isa 10:1 How horrible it will be for those who make unjust laws and who make oppressive regulations.
Isa 10:2 They deprive the poor of justice. They take away the rights of the needy among my people. They prey on widows and rob orphans.
Isa 10:3 What will you do on the day you are called to account for these things, when the disaster comes from far away? Where will you run for help? Where will you leave your wealth?
Isa 10:4 Nothing’s left but to crouch among prisoners and to fall with those who are killed. Even after all this, his anger will not disappear, and he is still ready to use his power. (GW, God’s Word translation)
Isaiah warns how horrible it will be for those who make unjust laws and oppressive regulations.
Unfortunately for them, our legislators have not read and taken to heart the warning God has given in His Word, the Bible. The day is coming when they will wish they had taken proper heed to the Word of God.
Notice that Isaiah’s warning is directed equally to those who make oppressive regulations. Those who write such regulations will share equally in the punishment God will subject them to for all of eternity. It is obvious in our day that unjust laws and oppressive regulations are imposed upon the people every day. Here in the United States it appears to me that few in government at any level know how to read well enough to discern what is constitutional and what is unconstitutional.
This has been a long time in coming. I saw it first in my field of education in the 1960s when I was told not to emphasize or spend much time reading or teaching American literature from the Colonial Period. Yet, that was the title of our textbook: The Early Years of American Literature. I continued to emphasize the literature of the early period. Students need to know from the writings of those who first came here why they came and the struggles they endured to found this nation.
In either the late 1960s or early 1970s I was made acutely aware of the efforts to literally “dumb down” the curriculum when we were required to set aside the textbook, Insights into Literature, for a series of small paperbacks which contained material that was no match in terms of literary quality to the set aside textbook. I saw the same thing happen in the Social Studies Department in the 1980s.
In the 1990s I witnessed first hand the removal of any requirement to write a term paper or research paper. Furthermore, teachers were required to teach lock-step according to an official Pacing Chart which dictated exactly what was to be taught each day and from what page in the textbook. Of course, such regulations had lost sight of the notion that not all students are prepared to read the material for the grade they are in. The powers that be also lost sight of the fact that teachers are often expert in some areas of the curriculum they teach and benefit the students when they can teach to their expertise. This represents a great loss to the students who no longer have the benefit of learning to a greater depth of understanding content that otherwise could have been taught to them.
According to what I have been reading in the professional journals for my teaching fields for the past twenty years since my retirement from teaching, there has been a distracting intrusion of philosophical ideas such as “critical race theory” which occupies the attention of professional educators which leads our efforts to teach young people far astray from the knowledge they most need to have taught to them.
As I see it, some of these past trends are bearing evil fruit today in the quality and competency of our educational and political leaders who seem unable to solve problems we face. I learned long ago that sometimes there is a motive to not solve problems, because if problems are solved and overcome, the funding stops!