Hello fellow Steemians.
I am back. It was a rough summer but I have turned it around. Very quickly I might add. Just the right mindset I guess. Anyways I would like to continue on my series on methods of control.
And just so you are caught up, here is the other article I wrote before shit went down in my life. Here is one of what freedom really is and one about financial education and how important it is.
https://steemit.com/blog/@sheldonassad/methods-of-control-financial-education
Now that Im back up and running, today's post will be on the EDUCATION SYSTEM and its not so well known origins.
Let's Begin.
The purpose of this article is to open ones eyes to the Origins and Purpose of the Public Education System in the Western World.
Currently, the education model is out of date and is holding today's children back in time. It is also holding today's young adults behind as well.
Children
- does not encourage creativity
- Very little if any Financial Education.
- only provides academic skills and IQ
- no real world experience
- Authoritarian environment
- Treats all children as if they have the same kind of skills and interests
- can influence a whole generation of beliefs and ethics
Young Adults
- Huge students loans
- Little skills and experience when graduated(Unless it is a trade skill)
- Wages aren't keeping up with tuition
- Mostly competing for jobs in the public sector created by government
- No financial education to succeed in the real world
- Never taught how to defend ones self in court
These are just some of the negatives the current education model currently has.
Lets look at how we got here and what influenced the current education system as we know it.
We all know history is written by the victors... what if education were created by the influential who framed education with malevolent intentions below the surface?
Who are the framers of this education system you might ask?
At the beginning of the 1900's J.D Rockefeller amassed the equivalent of 663 billion dollars in today's terms. Other wealthy industrialists such as J.P. Morgan, Carnegie, Mellon, Guggenheim, Vanderbilt, Peabody and Ford all created Non-profit organizations to provide shelter for the wealth from taxes.
In 1900, there were 21 corporate NGO’s and by 1990, some 50,000 had spawned. Through the creation of the NGO’s not only could they shelter wealth but were also able develop a new science called “Scientific-Social Engineering” to influence federal, state and local politicians and the public at large for their own wishes,desires and needs.
Through newly created social propaganda campaigns, created by the likes of Walter Lipmann and Edward Bernays, the Fathers of Marketing and Propaganda respectively, they were able to regularly sell the public at will on the idea that their NGO’s were solely philanthropic and for the good of all.
Through the largess of their foundations the Rockefellers, Carnegie, Mellon, Vanderbilt, Morgan and Guggenheim Foundations colluded to begin the process of designing our current public education system.
In his book, “PR! A Social History of Spin”, Stewart Ewen writes:
“Novel strategies of social management and the conviction that a technical elite might be able to engineer social order were becoming attractive…Accompanying a democratic current of social analysis that sought to educate the public at large, another – more cabalistic – tradition of social-scientific thought was emerging, one that saw the study of society as a tool by which a technocratic elite could help serve the interests of vested power.”
With connections in banking, Wall Street, law firms, media executives and proprietors along with behind the scenes PR firms they could ensure any type publicity and financial backing they wished including the masking of their true agendas. Through the largess of their foundations the Rockefellers, Carnegie, Mellon, Vanderbilt, Morgan and Guggenheim Foundations colluded to begin the process of designing our current public education system
So in 1905 J.D Rockefeller created the General Education Board. He initially gave 1 million dollars and then increased it to 10 million in 1907. Over the years he donated a total of 7.5 billions dollars. With his donations he was able to buy influence and loyalty.
In 1913, the Sixty-Second Congress created a commission to investigate the role of these newly created NGO foundations. The commission after a year of testimony concluded:
“The domination of men in whose hands the final control of a large part of American industry rests is not limited to their employees, but is being rapidly extended to control the education and social services of the nation. The giant foundation exercises enormous power through direct use of its funds, free of any statutory entanglements so they can be directed precisely to the levers of a situation; this power, however, is substantially increased by building collateral alliances which insulate it from criticism and scrutiny.”
The Guggenheim Foundation agreed to award fellowships to historians recommended by the Carnegie Endowment. Gradually, through the 1920′s, they assembled a group of twenty promising young academics, and took them to London. There they briefed them on what was expected of them when they became professors of American history. That twenty were the nucleus of what was eventually to become the American Historical Association. The Guggenheim Foundation also endowed the American Historical Association with $400,000 at that time.
By 1950 the Rockefeller Foundation endowed Columbia Teachers College in New York City, formerly named the Russell’s Teacher College, produced one-third of all presidents of teacher-training institutions, one-fifth of all American public school teachers, and one-quarter of all superintendents.
J.D Rockefeller and family additionally funded and founded the University of Chicago, Rockefeller University (which focused on offering only postgraduate and postdoctoral education), the Rockefeller Institute for Medical Research, Johns Hopkins School of Public Health, Harvard School of Public Health as well as the Rockefeller University Press.
They also controlled, and continue to maintain ownership control in, school textbook companies and scholastic literature copy rights used in the public school systems thus being able to direct the historical narrative used in schools through Guggenheims American Historical Society.
Additionally, through use of political favors and influence as well as the structuring of public educational taxes through property ownership, these few NGO Foundations were able to mold educational policy and control the flow of funds to school districts and community colleges at the Federal levels.
During the Rise of Henry Ford's automobiles, Model T's and A's had a switch that allowed the vehicles to go from gas to alcohol. This was because there were few gas stations at the time but there was lots of alcohol that people could pick up from nearby farmers to run the vehicles.
Even With the great influence of Rockefeller, Henry Ford refused to make vehicles that solely ran on gas.
Then Rockefeller and Joesph Kennedy manufactured the Prohibition era. This forced the vehicle industry to adopt gas as the main source of fuel for vehicles.
Notice how anything that powers vehicles besides gas is made Illegal or bought out. Think of the alcohol prohibition, and then think of Hemp being made illegal. Here is a short clip of what we are missing out on because of the influence of these individuals
“The power of the individual large foundation is enormous. Its various forms of patronage carry with them elements of thought control. It exerts immense influence on educator, educational processes, and educational institutions. It is capable of invisible coercion. It can materially predetermine the development of social and political concepts, academic opinion, thought leadership, public opinion.
The power to influence national policy is amplified tremendously when foundations act in concert. There is such a concentration of foundation power in the United States, operating in education and the social sciences, with a gigantic aggregate of capital and income. This Interlock has some of the characteristics of an intellectual cartel. It operates in part through certain intermediary organizations supported by the foundations. It has ramifications in almost every phase of education.” -John Taylor Gatto, author of “The Underground History of Education” and Thrice NY Teacher of the Year
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.”
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.
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.”
Mr. Dodd cited a book called “The Turning of the Tides”, which documented the literature from various tax-exempt foundations and organizations like UNESCO, showing that they wished to install a centralized World Government.
The Reece Commission quickly ran into a buzzsaw of opposition from influential centers of American corporate life. Major national newspapers hurled scathing criticisms, which, together with pressure from other potent political adversaries, forced the committee to disband prematurely without action.
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.)
If you would like to read more about the framers and what they did here is an excellent resource you can take a look at.
http://www.wakingtimes.com/2014/01/28/untold-history-modern-u-s-education-founding-fathers/
If you would like to read John Gattos Six lessons of the Schoolteacher here it is.
http://www.cantrip.org/gatto.html
Also, another great resource is from Charlotte Iserbyte. Here is a link to her free Ebook "the deliberate dumbing down of America".
http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf
When you research this topic and start exploring the possibilities that was we were taught in school was directed and created by a few wealthy organizations with special interests to keep us in the dark about History, Financial Education, Law education and the like.
After reading the resources above and having time to think about them.
You must might come to the question. How much have I been influence in my life by these Organizations?
The answer is A lot or more than you think.
It is a little frustrating that all the hoops you have jumped through were basically influenced by organizations
that wanted to keep you in the dark, change history and have control over what you think, eat and do.
I am kinda of ending this post a little quickly, due to the length of the current article.
I have left amazing resources above for anyone who wants to know more about how our education system has a dark agenda behind it.
One last thought before I end this post.
Ever wonder why we always need a lawyer or a financial advisor. Basically needing someone to tell us what to do.
Is it because we were never taught important concepts such as financial education, or how to handle ones self in the court of law?
I would say yes. It is easier to control a person or population if they are kept in the dark, with little real world knowledge; who depends on Big brother to take care of them.
In essence. CONTROL THEM.
Everything is about Control. Control of your mind and being. If you liked my article please up vote or comment below. I like to hear what people think.
Im hoping this helps people realize the kind of world we live in. Thank god for the internet.
My next article will be about The Rise and Influence of the MAIN STREAM MEDIA. Without their help, a lot of the influence of these malevolent organizations would have been derailed or stop entirely. But misinformation is misinformation.
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http://www.wakingtimes.com/2014/01/28/untold-history-modern-u-s-education-founding-fathers/
nice post