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“Schools were designed by Horace Mann and others to be instruments of the scientific management of a mass population.” John Taylor Gatto author of “Weapons of Mass Instruction”
The advent of compulsory education in the United States originated out of Prussia, which was within the area of modern Germany today. The Prussian Monarchy divided the education system into three groups: those who were to make policy: those who would assist the policy makers, the engineers, doctors, lawyers and architects; and the rest would be the common laborers.
Using the basic philosophy prescribing the “duties of the state,” combined with John Locke’s view (1690) that “children are a blank slate” and lessons from Rousseau on how to “write on the slate,” Prussia established a three-tiered educational system that was considered “scientific” in nature. Work began in 1807 and the system was in place by 1819. An important component of the Prussian system was how it defined for the child what was to be learned, what was to be thought, how long to think about it and when a child was to be allowed to think of something else. (This is where the Pavlovian bell-ringing each hour of class time comes from in our current school system.)
In 1814, Edward Everett was the first American to go to Prussia for Doctorate in Philosophy or PhD. He eventually became governor of Massachusetts. During the next 30 years or so, a line of American dignitaries went to Germany to earn degrees (a German invention). Horace Mann, instrumental in the development of educational systems in America, was among them. Those who earned degrees in Germany came back to the United States and staffed all the major universities. In 1850, Massachusetts and New York utilized the Prussian system, as well as promoted the concept that “the state is the father of children.”
Horace Mann’s sister, Elizabeth Peabody (Peabody Foundation) saw to it that, after the Civil War, the Prussian system (taught in the Northern states) was integrated into the conquered South between 1865 and 1918. Most of the “compulsory schooling” laws designed to implement the system were passed by 1900. By 1900, all the PhD’s in the United States were trained in Prussia. This project also meant that one-room schoolhouses had to go, for it fostered independence. They were eventually wiped out.
In 1890, Carnegie wrote a series of essays called “The Gospel of Wrath”, in which he claimed that the capitalistic free-enterprise system was dead in the United States by the Carnegie, Rockefeller and Morgans. It was about 1917 that the great “Red Scare” was instituted in the U.S. in part to set up a reactionary movement intended to get the public to accept the idea of compulsory schooling – Prussian compulsory schooling!
The implementation of the German educational nightmare in the United States met some initial resistance. In Carnegie’s home town of Gary, Indiana, the system was implemented between 1910 and 1916, mostly through the efforts of William Wirt, the school superintendent. It involved no academic endeavor whatsoever. It worked so well in supplying willing workers for the steel mills that it was decided by Carnegie to bring the system to New York City. In 1917, they initiated a program in New York in 12 schools, with the objective of enlarging the program to encompass 100 schools and eventually all the schools in New York. William Wirt came to supervise the transition.
Unfortunately for Carnegie, the population of the 12 schools was predominantly composed of Jewish immigrants, who innately recognized what was being done and the nature of the new “educational system.” Three weeks of riots followed, and editorials in the New York Times were very critical of the plan. Over 200 Jewish school children were thrown in jail. The whole political structure of New York that had tried this scheme were then thrown out of office during the next election. A book describing this scenario, “The Great School Wars,” was written by Diane Ravitch. Curiously, William Wirt was committed to an insane asylum around 1930, after making public speeches about his part in a large conspiracy to bring about a controlled state in the hands of certain people. He died two years later.
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“We view with alarm the activity of the Carnegie and Rockefeller Foundations—agencies not in any way responsible to the people—in their efforts to control the policies of our State educational institutions, to fashion after their conception and to standardize our courses of study, and to surround the institutions with conditions which menace true academic freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in our common schools, normal schools, and universities.” National Education Association meeting, 1913
Another great influence on how public education would be directed was John Dewey (1859-1952), known as the “Father of the progressive education movement” and a great influence with the powerful National Education Association (NEA). Mr. Dewey’s progressive model of active learning or pragmatism promoted a revolt against abstract learning and attempted to make education an effective tool for integrating culture and vocation. Dewey was responsible for developing a philosophical approach to education called “experimentalism” which saw education as the basis for democracy. His goal was to turn public schools into indoctrination centers to develop a socialized population that could adapt to an egalitarian state operated by the intellectual elite.
Thinking for Dewey was a collective phenomenon. Disavowing the role of the individual mind in achieving technological and social progress, Dewey promoted the group, rather than the teacher, as the main source of social control in the schools. Denying the ideas of universal principles, natural law, and natural rights, Dewey emphasized social values and taught that life adjustment is more important than academic skills.
In his book, The Great Technology (1933), Harold Rugg elucidated the grand vision:
“A new public mind is to be created. How? Only by creating tens of millions of individual minds and welding them into a new social mind. Old stereotypes must be broken up and ‘new climates of opinion’ formed in the neighborhoods of America.
Through the schools of the world we shall disseminate a new conception of government—one that will embrace all the activities of men, one that will postulate the need of scientific control… in the interest of all people.”
The Rockefeller-endowed Lincoln Experimental School at Columbia Teachers College was the testing ground for Harold Rugg’s series of textbooks, which moved 5 million copies by 1940 and millions more after that. In these books Mr. Rugg advanced this theory:
“Education must be used to condition the people to accept social change… The chief function of schools is to plan the future of society.” Like many of his activities over three vital decades on the school front, the notions he had put forth in The Great Technology (1933), were eventually translated into practice in urban centers. He advocated that the major task of schools be seen as “indoctrinating” youth, using social “science” as the “core of the school curriculum” to bring about the desired climate of public opinion. Some attitudes Rugg advocated teaching were reconstruction of the national economic system to provide for central controls and an implantation of the attitude that educators as a group were “vastly superior to a priesthood” and to “create swiftly a compact body of minority opinion for the scientific reconstruction of our social order”.
Money for Rugg’s six textbooks came from Rockefeller Foundation grants to the Lincoln School. He was paid two salaries by the foundation, one as an educational psychologist for Lincoln, the other as a professor of education at Teachers College, in addition to salaries for secretarial and research services. The General Education Board provided funds (equivalent to $500,000 in year 2000 purchasing power) to produce three books, which were then distributed by the National Education Association.
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In 1960, “UNESCO Convention Against Discrimination” was signed in Paris. This convention laid the groundwork for control of American education, both public and private, by UN agencies and agents disguised to halt discrimination and segregation. In 1960, “Soviet Education Programs: Foundations, Curriculums, Teacher Preparation” was published under the auspices of the US Department of Health, Education and Welfare. It was the blueprint for the US school-to-work restructuring that would take place, and it would rely on the “Pavlovian conditioned reflex theory” developed by Dr. B.F. Skinner, the father of Behavioral Psychology.
Charlotte Thomson Iserbyt, former Senior Policy Advisor in the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education during the Reagan Administration recited in her excellent book, “The Deliberate Dumbing Down of America” a speech Congressmen John M. Ashbrook delivered before Congress on July 18, 1961 entitled, “The Myth of Federal Aid to Education without Control” (Congressional Record: pp. 11868-11880):
“That there was any doubt of the Federal bureaucrats’ intentions in this matter was laid to rest with the discovery of a Health, Education, and Welfare publication, “A Federal Education Agency for the Future”, which is a report of the Office of Education, dated April 1961… I feel that its pronouncements are a blueprint for complete domination and direction of our schools from Washington. The publication was not popularly distributed, and there was some difficulty obtaining a copy.
Fifty-six pages of findings contain recommendations which call for more and more Federal participation and control and repeatedly stress the need for Federal activity in formulating educational policies. It recommends a review of teacher preparation, curriculum and textbooks. It calls for an implementation of international educational projects in cooperation with UNESCO in the United Nations and ministries of education abroad”. (page 62)
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Between the years of 1967-1974, teacher training was covertly revamped through these original foundations created in the early 1900’s. Working with other private foundations, for-profit global corporations, certain universities, state education departments and the U.S. Department of Education, three critical multi-volume documents were produced. They were called the “Taxonomy of Educational Objectives, Designing Education for the Future and the Behavioral Teacher Education Project” and totaled over 3,000 pages. John Taylor Gatto outlines these three areas of focus:
1) DESIGNING EDUCATION FOR THE FUTURE. They were the collusion with the federal education department and the presumably independent state agencies. They redefined education after the 19th century Germanic fashion (quoting now from the document) “as a means to achieve important economic and social goals for the national character,” — and I would hasten to add that none of those goals included the maximum development of your son or daughter. State agencies would henceforth “act as Federal enforcers insuring compliance of local schools with Federal directives”. The document proclaimed that (I’m quoting again), “each state education department must be an agent of change” and proclaimed further: “change must be institutionalized”. I doubt if an account of this appeared in any newspaper in the state of Vermont or for that matter any newspaper in the country (U.S.). Education departments were (I am quoting a third time) “to lose their identity as well as their authority in order to form a partnership with the Federal Government”.
2) The BEHAVIORAL TEACHER EDUCATIONAL PROJECT outlines specific teaching reforms to be forced on the country, unwillingly of course, after 1967. It also sets out, in clear language, the outlook and intent of its invisible creators. Nothing less than quoting again “the impersonal manipulation through schooling of a future America in which few will be able to maintain control over their own opinions”, an America in which (quoting again) “each individual receives at birth, a multipurpose identification number which enables employers and other controllers to keep track of their [underlings]“, (underlings is my interpretation, everything else came out of the document), “and to expose them to the directors subliminal influence of the state education department and the federal department acting through those whenever necessary”.
3) TAXONOMY OF EDUCATIONAL OBJECTIVES, which has, since its publication, spawned a number of descendant forms, like “mastery learning”, “outcome based education” and “school to work” business-government-economic projects. Dr. Bloom’s compilation was a tool, (I’m quoting from Dr. Bloom), “a tool to classify the ways individuals are to act, think or feel as the result of participating in some unit of instruction”. I would be dubious if any parent in the U.S. would send their children to schools under these auspices if they were thinking people. In this fashion, children would learn proper attitudes and have their improper attitudes (brought from home) remediated. In all stages of the school manipulations testing would be essential to locate the child’s mind on an official continuum.
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In 1972, Dr. Chester M. Pierce, M.D. of Harvard University wrote an article entitled “Becoming Planetary Citizens: A Quest for Meaning,” in the November 1972 issue of Childhood Education. Excerpts follow:
“Creative Altruism; In the past forty years social science experimentation has shown that by age five children already have a lot of political attitudes. Regardless of economic or social background, almost every kindergartner has a tenacious loyalty to his country and its leaders. This phenomenon is understandable in the psychological terms of loyalty to a strong father-figure and of the need for security. But a child can enter kindergarten with the same kind of loyalty to the earth as his homeland…”
In 1980, “Schooling for a Global Age” was authored by James Becker. In the preface to Mr. Becker’s book, Professor John Goodlad, who has been at the forefront of implementing a global education system with funding from tax-exempt foundations and federal grants, writes:
“Parents and the general public must be reached also [taught a global perspective]. Otherwise, children and youth enrolled in globally-oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back.”
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In 2006, in an interview with Aaron Russo (producer and director of movies like “The Rose”, “Trading Places” and “Wise Guys”) relates in his documentary “Freedom to Fascim”, how he was courted by the Rockefeller family when he ran for Governor of Nevada in 1998. After a friendship developed he was recruited to join the Council of Foreign Relations (CFR), a private non-profit organization created by the Rockefeller’s in 1921. (Caroll Quigley, Professor of History at Georgetown University and favorite mentor of President Clinton has stated, “The CFR is the American Branch of a society originated in England and believes national boundaries should be obliterated and a one-world rule established.” Other members of the CFR have included Presidents Hoover, Truman, Eisenhower, George and G.W. Bush, Jimmy Carter and Bill Clinton to date).
Mr. Russo retells in his documentary the story, as told to him directly by Nick Rockefeller, that the Feminist movement in the 1960′s was manufactured so that women would have to enter the workforce and so that more taxes could be collected with women working, thus having to pay taxes. Additionally, children would then have to be put into day care and pre-schools where indoctrination could begin at a much earlier age. The State could then be seen to the children as part of the family. Interestingly, it was also reported in an article in the Village Voice on May 21, 1979 that Ms. Steinem’s M.S. Magazine was funded by the Ford Foundation and the CIA, to which the article claims she also a CIA asset.
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In 1998, Rep. Bob Schaffer placed in the Congressional Record an 18-page letter that has become known as Mr. Marc Tucker’s “’Dear Hillary” letter. Mr. Tucker is President of the National Center on Education and the Economy (NCEE) and in this letter he lays out a plan to:
- Remold the entire American system into a seamless web that literally extends from cradle to grave.
- Is the same for everyone and is the same system for everyone coordinated by a system of labor market boards at the local, state and federal levels where curriculum and job matching will be handled by counselors accessing the integrated computer-based program.”
Mr. Tucker’s ambitious plan was implemented in three laws passed by Congress and signed by President Clinton in 1994: the Goals 2000 Act, the School-to-work Act and the reauthorized Elementary and Secondary Education Act. These laws establish the following mechanisms to restructure the public schools:
- Bypass all elected officials on school boards and in state legislatures by making federal funds flow to the Governor and his appointees on workforce development boards.
- Use a computer database, a.k.a. “a labor market information system,” into which school personnel would scan all information about every schoolchild and his family, identified by the child’s social security number: academic, medical, mental, psychological, behavioral, and interrogations by counselors. The computerized data would be available to the school, the government, and future employers.
- Use “national standards” and “national testing” to cement national control of tests, assessments, school honors and rewards, financial aid, and the Certificate of Initial Mastery (CIM), which is designed to replace the high school diploma.
Designed on the German system, the Tucker plans objectives are to train children in specific jobs to serve the workforce and the global economy instead of to educate them so they can make their own life choices.
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We see the actions of our Federal Government continue along this path of taking over the duties of caring and managing children at younger and younger ages. A recently created private public partnership with federal government called “ZERO TO THREE” wants to reach out to children from “cradle to three years of age”. On its website the organization describes itself as:
“A national nonprofit organization that provides parents, professionals and policymakers the knowledge and the know-how to nurture early development. Neuroscientists have documented that our earliest days, weeks and months of life are a period of unparalleled growth when trillions of brain cell connections are made. Research and clinical experience also demonstrate that health and development are directly influenced by the quality of care and experiences a child has with his parents and other adults.”
“School Readiness Interactive Birth to 3”– “A web-based, interactive learning tool designed to help parents and caregivers support their young child’s early learning. You’ll find age-based information on how children develop the four key skills—language and literacy skills, thinking skills, self-confidence and self-control—that are critical to later school success.”
Also, the Center for American Progress (CAP) is receiving a doubling of funding from the Obama Administration. The reason for more funding according to the CAP website is so that:
“All children ages 3 and 4 should be able to voluntarily attend a full-day public preschool program,” CAP states. “Preschool should be free for children from families at or below 200 percent of the federal poverty line ($46,100 for a family of four). Children from families above 200 percent of the poverty line should be charged a sliding tuition co-pay, ranging from about 30 percent of the cost to 95 percent of the cost (for families above 400 percent of the poverty line).”
This private public program is being funded extensively by the Soros Foundation and is necessary because, according to Arnie Duncan, Secretary of Education, “the parents will have to be working 2-3 jobs in the future to support their families” (Charlie Rose show interview, March 10, 2009). His vision is that every public school will soon become the hub of every community that he wants to be open 24/7/365 where after school programs are managed by NGO’s and open until 9 p.m.
Additionally he would like to see these ‘hubs of the community’ provide three meals a day to children and offer full care health services. Already we are seeing the implementation of his visions where school enforcement programs like state mandated vaccinations and the providing of fluoridation pills to children are being carried out where profits go to the corporate medical industry as costs are socialized to the people.
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”We are creating the most meaningful reform of school education in a generation designed to fundamentally transform America’s education system” President Barack Obama
Now, as we enter the “Computer Evolution of Education”, we see a mass coordinated roll-out of a global effort to uniform education and mono-mind our children through an internet-based education called “Common Core.” Funding from Obama’s “Race to the Top” program require schools to accept the Common Core curriculums.
These products being rolled out globally and nationwide have been designed, written and implemented by the largest technology companies in the world (Google, Apple, Cisco, Texas Instruments, McGraw Hill, Scholastic, Pearson, Houghton Mifflin Harcourt, etc.) through newly created PPP’s just as Obamacare was directed and overseen by Ms. Liz Fowler who is an Executive VP at Wellpoint Inc., the largest HMO in the country.
The largest foundations are also involved with the technological transformation of the public schools globally. Like the behemoth Gates Foundation ($ 65 Billion), Joyce and the omnipresent Rockefeller Foundation. NGO lobby groups like the National Governors Association ( NGA), and the Common Core State Standards Organization (CCSSO), also helped establish the curriculum standards for academic criteria and evaluation to the Common Core Initiative. The NGA and CCSSO, also enjoy sole copyrights to Common Core and retain legal rights to any changes to the CC material.
The build out of Common Core is breathtaking as the business end is being implemented by CORE International. CI’s technology, staffing and security services are already being used in 47 of 50 States as well as the Commonwealth of Great Britain, India, Indonesia, Afghanistan, Australia, Belgium, Canada, Chile, China, Germany, El Salvador, Kenya, Japan, Israel, Mexico, and many other countries. Its own financial website states that its business plans are to be in every country “with a global education plan that reaches children from the cradle through post graduate school”.
Here is CORE INT’L’s description of their program directly from the company’s website:
“CORE is a global end-to-end, best-of-breed education solutions provider that aims to transform the education spectrum encompassing Pre-K, K-12, Higher Education and Technical Career Education. CORE strives to improve the quality of human capital as well as the global learning ecosystem through innovation in order to produce better educational outcomes. CORE’s operations span multiple geographies globally, with its primary focus being the United States, the United Kingdom and India, and with additional operations in Asia Pacific, Africa, the Caribbean and the Middle East.”
Aside from referring to our children as “human capital”, their businesses models include the control in the hiring and evaluating of teachers and administrators, designing and creating computer-based education, evaluating academic testing and scoring, the providing of a program known as “Secure Schools” as well subcontracting to provide school healthcare services.
Today, Wilhelm Wundt is remembered only by psychologists. Gates, Flexner, Cattell, Russell, even Thorndike, are found only in texts written by their disciples. Pick up a US freshman college psychology text and you may well find no mention of Wundt, or even Cattell. Because they are not mentioned they may seem irrelevant to today’s critical educational problems: drug abuse, illiteracy, criminality, lowered standards, lack of motivation and self-discipline, and all the rest; but they are not. They set in place the doctrines needed to dumb down and ‘switch off’ each new generation of children and taught their teachers how to enforce those doctrines. Their omission from the educational lexicon is of course no accident. The Rockefeller cabal, and the Zionist matrix controllers globally, control the academic world along with text book publishing and almost everything else, so evidence of what the Rockefellers’ Wundtian puppets have done to US education and how they did it, has disappeared down the rabbit hole and is difficult to recover.
To understand the US today one has to take into account psychology’s covert hegemony over the thought processes of the body politic, the body economic, and the body social. Institutionalized as “education,” Wundtian psychology and in particular its central tenet that “Man” is a stimulus-response animal, together with the methods that implies, has played a critical role in transforming “The American Dream” into a national nightmare. The idea that “Man” is an exclusively physiological entity has dumbed down Americans and dehumanized US culture to the detriment not only of America, but the whole world. Compulsory universal government psychotherapy is not education it is mind control.
Sources:
- AbundantHope Part 1: Dumbing Down US Education
- AbundantHope Part 2: Dumbing Down US Education
- WakingTimes
- Eagle Forum
Additional Reading:
See also: Dumbing Down, Indoctrination, Public Schools, Sex Education, Taking God out of Education, and Universities
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