In most states, the liberal education establishment enjoys total control over the state’s board of education, department of education, and curriculum committees.
Very few have any idea how our modern public educational system was born as to who drafted, funded and designed our current education system and what their stated plans and goals were for public education. Many feel that given the amount of money we spend on public schools that we should be producing much higher quality students that are equal to, or superior to, education in other countries. Yet that was never the intention of the original framers of our education system, as you will read below. In fact the system is working exactly as these few men of enormous wealth had planned it all out more than a century ago.
“In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into men of learning or philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters, great artists, painters, musicians, nor lawyers, doctors, statesmen, politicians, creatures of whom we have ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.” – First mission statement of the J.D. Rockefeller-endowed General Education Board in 1906
America’s “father of modern education” John Dewey, an unabashed admirer of Stalin and his educational system, proclaimed his NWO agenda in 1947:
“… establishment of a genuine world order, an order in which national sovereignty is subordinate to world authority…”
As the first elected UNESCO Director-General British Professor Julian Huxley (brother of Brave New World’s Aldous), in 1949 had the United Nations Educational, Scientific and Cultural Organization pumping out pamphlets expounding the importance that children be educated devoid of any national allegiance, patriotism or family loyalties identified as the biggest barriers to their demonic ambitions:
“As long as the child breathes the poisoned air of nationalism, education in world-mindedness can only produce precarious results.”
In 1954, a special Congressional Committee investigated the interlocking web of tax-exempt foundations to see what impact their grants were having on the American people. The Reece Committee, as it became known, stumbled onto the fact that some of these foundations had embarked upon a gigantic project to rewrite American history and incorporate it into new school text books. Norman Dodd, the Reece committee’s research director, found, in the archives of the Carnegie Endowment for International Peace, the following remarkable statement of purpose:
“The only way to maintain control of the population was to obtain control of the education in the U.S. They realized this was a prodigious task so they approached the Rockefeller Foundation with the suggestion that they go in tandem so the portion of education which could be considered domestically oriented would be taken over by the Rockefeller Foundation, and the portion which was oriented to international matters be taken over by the Carnegie Endowment.” ([su_lightbox src=”https://www.youtube.com/watch?v=YUYCBfmIcHM”]Watch Full Interview w/G Edward Griffin[/su_lightbox])
Dodd proceeded to show that the Ford Foundation, Rockefeller Foundation, and Carnegie Endowment were using funds excessively on projects at Columbia, Harvard, Chicago University and the University of California, in order to enable oligarchical collectivism. Dodd further stated:
“The purported deterioration in scholarship and in the techniques of teaching which, lately, has attracted the attention of the American public, has apparently been caused primarily by a premature effort to reduce our meager knowledge of social phenomena to the level of an applied science.”
Mr. Dodd’s research staff had discovered that in 1933-1936, a change took place which was “so drastic as to constitute a revolution”. The Reece Commission also indicated conclusively that:
- The responsibility for the economic welfare of the American people had been transferred heavily to the Executive Branch of the Federal Government.
- That a corresponding change in education had taken place from an impetus outside the local community.
- That this “revolution” had occurred without violence and with the full consent of an overwhelming majority of the electorate.
Mr. Dodd stated that this revolution “could not have occurred peacefully or with the consent of the majority, unless education in the United States had been prepared in advance to endorse it.” According to Mr. Dodd, grants given to these Foundations had been used for:
- Training individuals and servicing agencies to render advice to the Executive branch of the Federal Government.
- Directing education in the United States toward an international view-point and discrediting the traditions to which it (formerly) had been dedicated.
- Decreasing the dependency of education upon the resources of the local community and freeing it from many of the natural safeguards inherent in this American tradition.
- Changing both school and college curricula to the point where they sometimes denied the principles underlying the American way of life.
- Financing experiments designed to determine the most effective means by which education could be pressed into service of a political nature.”
Charlotte Iserbyt and John Taylor Gatto have each written excellent books documenting the deliberate dumbing down of America by the corrupted education system dating back to the 1800’s and gaining momentum with the advent of tax exempt foundations such as the Rockefeller Foundation and Carnegie Endowment. From a qualitative perspective, teachers point to governmental intrusion into the dumbing down of the nation’s school children. Starting with the development of the Department of Education, the federal government’s handprint is all over some of the worst decisions regarding public policy and education.