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"The most widespread form of child abuse in the United States is parents' sending children to the government  to be educated." -- Neal Boortz

"Our schools have been scientifically designed to prevent overeducation from happening.  The average American (should be) content with their humble role in life, because they're not tempted to think about any other role."  U.s Commissioner of Education, William T. Harris, 1889


The quality of education has been sacrificed for quantity, and as a result, academic inflation and the devaluation of information has turned intellectual ambition into apathy and bright minds into gray mush. In an effort to be multicultural and eclectic, class curricula have become shallow and disorganized in their effort to teach students a global viewpoint. Topics are taught piecemeal, and never do teachers spend time to help students integrate the pieces into a coherent picture that can be used or built upon. And even if within a class the ideas are put together, between classes the grand education still remains compartmentalized.

For example, both geometry and physics can be mastered by the average student, but the connection and communication between the two often are not. When physics is taught in a junior high or high school physics class, it involves only the most elementary of geometry concepts, and vice versa. Without synthesis of the two, each remains without purpose or effectiveness. Such synthesis between topics is neglected in the school curriculum, and consequently one’s experience in the public education system becomes a vague memory of random, meaningless, and useless facts, just as a disassembled engine is just a junk heap of random metal parts. Most school subjects themselves aren’t even real knowledge. History books are full of purposely engineered inaccuracies and distortions for the sake of corporate gain and political correctness. 

So much in school concerns extracurricular activities that time which could be spent on real world activities is instead being wasted in these trivialities. The effect is the amassing of students dependent upon the system and isolated from the real world. Social, financial, and academic dysfunction result. Once again, quantity over quality has prevailed, because there is no profit for the supplier in quality. Quality only helps those in the demand, but when consumers of education have themselves been dumbed down to primal levels, discernment and appreciation of quality disappear.

Parents are happy. Moms get to watch their soap operas and dads get to work while their kids are being babysat. They don’t have to worry about teaching morality or ethics to their children because it’s being done for them in school. They don’t have to entertain them or spend genuine time with them because these children are too busy being entertained in school functions. Moms just have to drive their girls to soccer practice, and dads toss the football a few times. Perfectionist parents keep their child competitive not by guiding them and helping them on a daily basis, but by yelling them once a school quarter when report cards come out.


Anyone interested in the truth will be shocked by the way American social engineers have systematically gone about
destroying the
intellect of millions of American children for the purpose of leading the American people into a socialist world government. Documents the gradual transformation of our education system from a once academically successful education system into one devoted to training children to become compliant human resources to be used by government and industry for their own purposes. "The price of freedom has often been paid with pain and loneliness." The Office of Education Research and Improvement (OERI) of the U.S Department of Education is the office from which all the controversial national and international educational restructuring has emanated. This is a war, another kind of war. One that has been fought in secret, in the schools of our nations, targeting our children who are captive in the classrooms using very sophisticated and effective tools such as the Hegelian Dialectic (common ground, consensus and compromise), Gradualism (two steps forward, one step back), and Semanic deception (redefining terms to get agreement without understanding.) T.H Bell, the U.S Secretary of Education said, "We need to create a crisis to get consensus in order to bring about change." Whether an action is good or bad will be decided by a "Global Government's Global Conscience," as recommended by Dr. Brock Chisholm, executive secretary of the World Health Organization, Interim Commission in 1947, and later in 1996 by current US Secretary of State Madeline Albright. The mind of the average American became "trained" (conditioned) to accept the idea that education exists solely for the purpose of getting a good paying job in the global workforce economy. Dr. Francis Schaeffer, when discussing the evils of B.F Skinner, in his book Back To Freedom and Dignity (1972) warned: "Within the Skinnerian system there are no ethical controls; there is no boundary limit to what can be done by the elite in whose hands the control resides." It all started a long time ago, in 1762 with the book Emile by Jean-Jacques Rousseau. Later again in 1832 by Wilhelm Wundty, founder of Experimental Psychology. The first experiment with "Outcome-Based Education" (OBE) was conducted in England in 1862. Mastery Learning (ML) and it's fraternal twin Direct Instruction (DI) are key components of OBE and Effective Schools Research (ESR). Edward Lee Thorndike, created animal psychology, which included the study of humans as animals. Created the "puzzle box" now used mostly by lab rats. Thorndike's primary assumption was the same as Wundt's, that man is an animal and that his actions are actually always reactions, and that he can be studied in a laboratory in much the same way as an animal. He equated children with the rats, monkeys, fish, cats, and chickens upon which he experimented in his laboratory. He was prepared to apply what he found there to learning in the classroom. He extrapolated "laws" from his research into animal behavior which he then applied to the training of teachers, who took what they had learned to every corner of the United States and rain their classrooms, curriculum, and schools on the basis of this new 'educational' psychology. In 1896 Psychology by John Dewey, the father of Progressive Education was published. This became the most widely-read and quoted textbook used in schools of education in this country. Just before he published the book, he had joined the faculty of the Rockefeller-endowed University of Chicago as the head of the combined departments of philosophy, psychology and pedagogy (teaching). The university gave him money to establish a laboratory to apply his psychological principles and experimental techniques to the study of learning. The Dewey School, later became known as the University Of Chicago Laboratory School. Dewey's recommendation was indeed radical: build the curriculum not around academic subjects but around occupational activities while provided maximum opportunities for peer interaction and socialization. All of this funded by several wealthy American families and their tax-exempt foundations. Only a dumbed down population, with no memory of America's roots as a prideful nation, could be expected to willingly succub to the global workforce training planned by the Carnegie Corporation and the John D Rockefellers


Other Nations Outclass U.S On Education


The General Education Board (GEB) was incorporated by an act of the United States Congress. Approved January 12, 1902, the General Education Board was endowed by John D Rockefeller, Sr., for the purpose of establishing an educational laboratory to experiment with early innovations in education. In 1905 the Intercollegiate Socialist Society (ISS) was founded in New York City by Upton Sinclair, Jack London, Clarence Darrow and others. It's permanent headquarters were established at the Rand School of Social Studies in 1908 and ISS became the League for Industrial Democracy (LID) in 1921. John Dewey became the president of it in 1939. 

In 1919 the Institute of International Education (IIE) was founded through a grant from the Carnegie Endowment for International Peace. It's purpose was to operate a student exchange program. In 1921 the League for Industrial Democracy changed it's name from the Intercolligiate Socialist Society (ISS) and stated it's purpose as: "Education for a new social order based on production and not for profit." The late Professor Carroll Quigley of Georgetown University described the CFR as a "front for J.P Morgan and Company in association with a very small American Round Table Group." Quigley further commented: "The board of the CFR have carried ever since the marks of their origin.... There grew up in the 20th century a power structure between London and New York which penetrated deeply into university life, the press, and the practice of foreign police... The American branch of this "English Establishment" exerted much of its influence through five American newspapers. New York Times. New York Herald Tribune, Christian Science Monitor, Washington Post. In 1925 The International Bureau of Education, formerly known as the Institute Jean-Jacques Rousseau, was established with a grant from the Rockefeller Foundation. The Bureau became part of the United Nationas Educations, Scientific, and Cultural Organization (UNESCO). In 1925 it was Tennessee Vs. John Thomas Scopes, or the Scopes "monkey trial" took place in Dayton, Tennessee. It regarded the teaching of the theory of evolution. Editor's note: Huxley could have continued by predicting that educational and training methods in the future would be based on the theory of evolution, that man is an animal to be trained as Pavlov, Thorndike, and Skinner trained animals.

Mr. O.A Nelson, retired educator, has supplied the vitally important documentation needed to support the link-up between the textbooks and the Council on Foreign Relations. His letter was first printed in "Young Parents Alert" (Lake Elmo, Minnesota) - He said that in 1928 he was asked to speak to the American Association for the Advancement of Science. He was asked to attend a special educational meeting after the AAAS meeting. He said there was 13 people there. Eleven of those were leaders in education, John Dewey, Edward Thorndike, and others all of equal rank. He check later and found that ALL were paid members of the Community Party of Russia. They were discussing Modern Math, and he objected at one point because it was too much memory work, and math is reasoning, not memory. Dr. Ziegler turned to him and said "Nelson, wake up@ That is what we want.. a math that the pupils cannot apply to life situations when they get out of school." As far as understanding math was concerned.. The radical change was introduced in 1952. It was the one we are using now.

"And the builder of this new world must be education... Plainly, the first step in the case of each country is to train an elite to think, feel, and act internationally." The preceding words of Paul Mantoux of Paris, France are taken from the foreword to International Understanding by John Eugene Harley, published by Stanford University Press in 1931. In 1932 Brave New World by Aldous Huxley was published. In this famous work Huxley satirized the mechanical world of the future in which technology replace much of the everyday activities of humans. In this book Toward a Soviet America, William Z. Foster wrote that the whole basis of organization of capitalist science will be revolutionized. Science will become materialistic, hence truly scientific. God will be banished from the laboratories as well as from the schools. The National Education Association created the Educational Policies Commission (EPC) in 1932 for the purpose of changing the Goals for American Education. In 1944 the EPC prepared a volume of extreme importance entitled "Education for All American Youth" This document told, in fictional format, how the "Planners" would solve all the problems, not just of youth, but of two imaginary communities --a village and a city -- through involving citizens in cooperation for the goals of the planners. The following goals are laid out in this book. Federal programs for health, education, and welfare combined into one giant bureau. Head Start programs. Getting pre-school children into the system. Federal funds without federal control. Youth services through a "poverty program" Removal of local control of political control and education matters "without seeming to do so". 


"The world of academia does not resonate too strongly with many who walk the path of conscious and spiritual growth. This is, perhaps, understandable when one considers that many entrenched academic concepts of institutional consensus, received wisdom and logical criteria for truth, can seem rather opposed to the trajectory of authentic conscious deepening. Not only that, but from a shadow perspective, it’s relatively straightforward to hijack the academic edifice. After all, if you can sequester the system, you can effectively steer all those who study under it.

"In the West, the academic paradigm is still perceived as the ultimate hub for establishing scholarly credibility and continues to serve as the empirical arbitrator of accomplishment and consensus reality. Here in the US, I have noted that there’s still a great deal of fuss made about sticking Dr. in front of someone’s name. Billboards, TV and radio commercials, books and business cards are plastered with such academic titles. Dr Somebody is wheeled in as a talking head for some garish infotainment show, so as to offer an ‘expert’ view of politics, science, history or whatever. Many people buy it, hook, line and sinker. "  Neil Kramer



The Deliberate Dumbing Down of America


Charlotte Iserbyt - Department of Education



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