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 Plato (Classical Greek philosopher)
Bodily exercise, when compulsory, does no harm to the body; But knowledge which is acquired under compulsion obtains no hold on the mind.
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Joseph Stalin
(Soviet Union Dictator, 1924-53)
Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.
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John Hylan
(Mayor of New York City, 1922)
The real menace of our republic is this invisible government which like a giant octopus sprawls its slimy length over city, State and nation. Like the octopus of real life, it operates under cover of a self-created screen. It seizes in its long and power(ful) tentacles our executive officers, our legislative bodies, our schools, our courts, our newspapers, and every agency created for the public protection...
To depart from mere generalizations, let me say that at the head of this octopus are the Rockefeller-Standard Oil interests and a small group of powerful banking houses... One of my first acts as mayor was to pitch out, bag and baggage, from the educational system of our city the Rockefeller agents and the Gary plan of education to fit the children for the mill and factory.
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H.G. Wells
(Shape of Things to Come, 1933)
Modern education began...as the propaganda of the Modern State. It sought to establish a new complete ideology and a new spirit which would induce the individual to devote himself and to shape all his activities to one definite purpose, to the attainment and maintenance of a progressive world-socialism.
Thought and behaviour patterns had to be shaped therefore to subserve this objective, to the relative disregard of any other conceivable purpose. The Modern State became the whole duty of man. This propaganda passed necessarily into a training for public service and a universal public education. ...No other type of school and no other system of teaching was tolerated ...
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Benjamin Disraeli
(1874)
Whenever is found what is called a paternal government, there is found state education. It has been discovered that the best way to ensure implicit obedience is to commence tyranny in the nursery.
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Karl Marx
(The Communist Manifesto)
10th Plank: Free education for all children in public (government controlled) schools.
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Walter Karp
(Editor Harper's Magazine)
The public school system: "Usually a twelve year sentence of mind control. Crushing creativity, smashing individualism, encouraging collectivism and compromise, destroying the exercise of intellectual inquiry, twisting it instead into meek subservience to authority."
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John Stuart Mill
A general State education is a mere contrivance for molding people to be exactly alike one another; and as the mold in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or a majority of the existing generation; in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by a natural tendency to one over the body.
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H L. Mencken
The aim of public education is not to spread enlightenment at all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality.
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John Holt
Education – compulsory schooling, compulsory learning – is a tyranny and a crime against the human mind and spirit. Let all those escape it who can, any way they can.
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Marilyn Ferguson
Yet some parents are now saying that deliberate withdrawal of their children from compulsory schooling-an illegal act in most states-is not unlike draft resistance in an immoral war.
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Margaret Mead
My grandmother wanted me to have an education, so she kept me out of school.
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Mark Twain
I have never let my schooling interfere with my education.
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John Taylor Gatto
(1991 NY Teacher of the Year)
Initiating, creating, doing, being alone, reflecting, free associating - these are precisely what schooling is set up to prevent.
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Neil Postman
The biggest problem facing American education today is that our children are going into school as question marks and coming out as periods.
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Ralph Waldo Emerson
We are students of words; we are shut up in schools, and colleges, and recitation rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.
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Carolyn Lochhead
Public educators, like Soviet farmers, lack any incentive to produce results, innovate, to be efficient, to make the kinds of difficult changes that private firms operating in a competitive market must make to survive.
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H L. Mencken
Consider the pedagogue [paid leaders of children, teachers] in his highest incarnation: the university professor. What is his function? Simply to pass on to fresh generations of numskulls a body of so-called knowledge that is fragmentary, unimportant, and, in large part, untrue. His whole professional activity is circumscribed by the prejudices, vanities and avarices of his university trustees, i.e., a committee of soap-boilers, nail manufacturers, bank-directors and politicians. The moment he offends these vermin he is undone. He cannot so much as think aloud without running a risk of having them fan his pantaloons.
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H L. Mencken
Of all the classes of men, I dislike most those who make their livings by talking—actors, clergymen, politicians, pedagogues, and so on. All of them participate in the shallow false pretenses of the actor who is their archetype. It is almost impossible to imagine a talker who sticks to the facts. Carried away by the sound of his own voice and the applause of the groundlings, he makes inevitably the jump from logic to mere rhetoric.
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Agatha Christie
I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas.
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John Holt
(How Children Fail)
Since we can't know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.
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William Butler Yeats
Education is not the filling of a pail, but the lighting of a fire.
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Jack Hugh
Historically, much of the motivation for public schooling has been to stifle variety and institute social control.
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George Santayana
Those who do not learn from the mistakes of history are doomed to repeat them.
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[ZOMBIE BOOT CAMP]:
1) Government controlled school, a.k.a Indoctrination Camp.
2) A place where you are trained survival is feeding off the brains of others - cheating - and you are taught to be mesmerized, to literally drool over seemingly useless unconnected commotion - history. A place where you are trained to be a brain feeding, mesmerized zombie.
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BRAVE NEW SCHOOLS
“I don't want a nation of thinkers, I want a nation of workers.”
- John D. Rockefeller |
Paraphrasing two key origin points of the blight called the American Educational System from Berit Kjos' classic book 'Brave New Schools':
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In 1925, the Rockefeller Foundation set up the International Bureau of Education, which later became UNESCO (United Nations Educational, Scientific and Cultural Organization).
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In 1946, the NEA (National Education Association), which is the United States labor union committed to advancing the cause of public education, revised school curriculum and textbooks according to UNESCO decree.
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Bertrand Russell
In 1950, Russell was awarded the Nobel Prize in Literature. Among his 50+ published works are "The Scientific Outlook", 1931, and "The Impact of Science on Society", 1953. |
[EXCERPT FROM "THE SCIENTIFIC OUTLOOK"]:
In like manner, the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power. Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities, probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play.... All the boys and girls will learn from an early age to be what is called 'co-operative,' i.e., to do exactly what everybody is doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them.
Except for the one matter of loyalty to the World State and to their own order, members of the governing class will be encouraged to be adventurous and full of initiative....
On those rare occasions, when a boy or girl who has passed the age at which it is usual to determine social status shows such marked ability as to seem the intellectual equal of the rulers, a difficult situation will arise, requiring serious consideration. If the youth is content to abandon his previous associates and to throw in his lot whole-heartedly with the rulers, he may, after suitable tests, be promoted, but if he shows any regrettable solidarity with his previous associates, the rulers will reluctantly conclude that there is nothing to be done with him except to send him to the lethal chamber before his ill-disciplined intelligence has had time to spread revolt. This will be a painful duty to the rulers, but I think they will not shrink from performing it.
[EXCERPT FROM "THE IMPACT OF SCIENCE ON SOCIETY"]:
Scientific societies are as yet in their infancy. . . . It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries. Fitche laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished.
Diet, injections, and injunctions will combine, from a very early age, to produce the sort of character and the sort of beliefs that the authorities consider desirable, and any serious criticism of the powers that be will become psychologically impossible.
Gradually, by selective breeding, the congenital differences between rulers and ruled will increase until they become almost different species. A revolt of the plebs would become as unthinkable as an organized insurrection of sheep against the practice of eating mutton. [...]
I think the subject which will be of most importance politically is mass psychology.... Its importance has been enormously increased by the growth of modern methods of propaganda. Of these the most influential is what is called 'education.' Religion plays a part, though a diminishing one; the press, the cinema, and the radio play an increasing part.... It may be hoped that in time anybody will be able to persuade anybody of anything if he can catch the patient young and is provided by the State with money and equipment.
Although this science will be diligently studied, it will be rigidly confined to the governing class. The populace will not be allowed to know how its convictions were generated. When the technique has been perfected, every government that has been in charge of education for a generation will be able to control its subjects securely without the need of armies or policemen.
[FLIX ON]:
The Wave - Part 1 (of 2)
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Charlotte Thomson Iserbyt
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[EXCERPT FROM "THE DELIBERATE DUMBING DOWN OF AMERICA"]:
Another milestone on my journey was an in-service training session entitled “Innovations in Education.” A retired teacher, who understood what was happening in education, paid for me to attend. This training program developed by Professor Ronald Havelock of the University of Michigan and funded by the United States Office of Education taught teachers and administrators how to “sneak in” controversial methods of teaching and “innovative” programs. These controversial, “innovative” programs included health education, sex education, drug and alcohol education, death education, critical thinking education, etc. Since then I have always found it interesting that the controversial school programs are the only ones that have the word “education” attached to them! I don’t recall—until recently—”math ed.,” “reading ed .,““ history ed.,” or “science ed.” A good rule of thumb for teachers, parents and school board members interested in academics and traditional values is to question any subject that has the word “education” attached to it.
This in-service training literally “blew my mind.” I have never recovered from it. The presenter (change agent) taught us how to “manipulate” the taxpayers/parents into accepting controversial programs. He explained how to identify the “resisters” in the community and how to get around their resistance. He instructed us in how to go to the highly respected members of the community—those with the Chamber of Commerce, Rotary, Junior League, Little League, YMCA, Historical Society, etc.—to manipulate them into supporting the controversial/non-academic programs and into bad-mouthing the resisters. Advice was also given as to how to get the media to support these programs.
I left this training—with my very valuable textbook, The Change Agent’s Guide to Innovations in Education, under my arm—feeling very sick to my stomach and in complete denial over that in which I had been involved. This was not the nation in which I grew up; something seriously disturbing had happened between 1953 when I left the United States and 1971 when I returned.
[...]
Ronald Havelock’s change agent in-service training prepared me for what I would find in the U.S. Department of Education when I worked there from 1981—1982. The use of taxpayers hard-earned money to fund Havelock’s “Change Agent Manual” was only one out of hundreds of expensive U.S. Department of Education grants each year going everywhere, even overseas, to further the cause of internationalist “dumbing down” education (behavior modification) so necessary for the present introduction of global work force training. I was relieved of my duties after leaking an important technology grant (computer-assisted instruction proposal) to the press.
Much of this book [The Deliberate Dumbing Down of America] contains quotes from government documents detailing the real purposes of American education:
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to use the schools to change America from a free, individual nation to a socialist, global “state,” just one of many socialist states which will be subservient to the United Nations Charter, not the United States Constitution
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to reject freedom to choose one’s career in favor of the totalitarian K—12 school-to-work/OBE process, aptly named “limited learning for lifelong labor,”8 coordinated through United Nations Educational, Scientific, and Cultural Organization.
Only when all children in public, private and home schools are robotized—and believe as one—will World Government be acceptable to citizens and able to be implemented without firing a shot. The attractive-sounding “choice” proposals will enable the globalist elite to achieve their goal: the robotization (brainwashing) of all Americans in order to gain their acceptance of lifelong education and workforce training—part of the world management system to achieve a new global feudalism.
For more information:
[FLIPSHOW]:
[STG RUTHERS]:
Teachers vote; students can't. Thereby, politicians protect the teacher's union (the NEA), the voters. Students/children are irrelevant to all Education policy in the United States of America.
Humans thrive when the economy is sound, just like fish thrive when the waters are clean. Thereby, learning History without any reference to Economics is like learning about Fish without any reference to Water. Furthermore, the quality of an economy is the result or symptom of the quality of law, and what two subjects do Zombie Boot Camps avoid at all costs? - Economics and Law.
Zombie Boot Camps should teach and promote the means (sound money) and ways (sound law) of successful communities. Since they don't, we need to start teaching ourselves how to survive and thrive. Kill the Twonky (TV) and as Sir Francis Bacon put it... "Knowledge is power" so "Read not to contradict and confute, nor to believe and take for granted, nor to find talk and discourse, but to weigh and consider." |
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