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Rhodes scholarships  |  Oxford University  |  Illuminati schools  |  
Rewriting history

[ Education2 ] [ Education3 ]   The destruction of American education

Who first proposed national Public Education?

THE GOOSE-STEP: A Study of American Education
By Upton Sinclair
www.google.com [books] - from search results, select copy marked for PREVIEW 

"Men die, but the plutocracy is immortal; and it is necessary that fresh generations should be trained to its service. Therefore the interlocking directorate has need of an educational system, and has provided it complete. There is a great university, of which Mr. Morgan was all his active life a trustee, also his son-in-law and one or two of his attorneys and several of his bankers. The president of this university is a director in one of Mr. Morgan's life insurance companies, and is interlocked with Mr. Morgan's bishop, and Mr. Morgan's physician, and Mr. Morgan's newspaper. If the president of the university writes a book, telling the American people to be good and humble servants of the plutocracy, this book may be published by a concern in which Mr. Morgan (or a partner) is a director, and the paper may be bought from the International Paper Company, in which Mr. Morgan has a director through the Guaranty Trust Company. If you visit the town where the paper is made, you will find that the president of the school board is a director in the local bank, which deposits its funds with the Guaranty Trust Company at a low rate of interest, to be reloaned by Mr. Morgan at a high rate of interest. The superintendent of the schools will be a graduate of Mr. Morgan's university, and will have been recommended to the school board president by Mr. Morgan's dean of education. Both the board and president and the school superintendent will insure their lives in the company of which Mr. Morgan's university president is a director; and the school books selected in that town will be published by a concern in which Mr. Morgan (or a partner) is a director, and they will be written by Mr. Morgan's university's dean of education, and they will be praised in the journal of education founded by Mr. Morgan's university president; also they will be praised by Mr. Morgan's newspaper and magazine editors. The superintendent of schools will give promotion to teachers who take the university's summer courses, and will cause the high school pupils to aspire to that university. Once a year he will attend the convention of the National Educational Association, and will elect as president a man who is a graduate of Mr. Morgan's university, and also a member of Mr. Morgan's church, and a reader of Mr. Morgan's newspaper, and of Mr. Morgan's university president's journal, and a patron of Mr. Morgan's university presidents' life insurance company, and a depositor in a bank which pays him no interest, but sends his money to the Guaranty Trust Company for Mr. Morgan to loan at a high rate of interest. And when the Republican party, of which Mr. Morgan (or a partner) is a director, nominates the president of Mr. Morgan's university for vice-president of the United states, Mr. Morgan's bishop will bless the proceedings, and Mr. Morgan's newspapers will report them, and Mr. Morgan's school superintendent will invite the children to a picnic to hear Mr. Morgan's candidates' campaign speeches on a phonograph, and to drink lemonade paid for by Mr. Morgan's campaign committee, out of the funds of the life insurance company of which Mr. Morgan's university president is director.

      Such is the system of the interlocking directorates; such is, in skeleton form, that department of the plutocratic empire which calls itself American education. And if you don't believe me, just come along and let me show you – not merely the skeleton of this beast, but the nerves and the brains, the blood and the meat, the hair and the hide, the teeth and the claws of it."

Goal of education to police thinking
http://american-genocide.netfirms.com/html/
americanstateterrorism/AboutThisSite.html 

“[The] assumption that it is the aim of the [American] public school to fan the intelligence and to produce large numbers of alert and curious youths of both sexes is foolish. The state maintains its control of elementary education, not primarily to reduce illiteracy and turn the eyes of the plain people toward the stars, but to make sure that they are not taught anything that is subversive.

“Public education is thus a police measure. The goal it moves toward is perfect standardization, perfect discipline, perfect imbecility.”

— H. L. Mencken
Baltimore Sun
February 23, 1924

Schools - propaganda camps
Excerpt from Propaganda - nobody does it better than America
By Paul Weber, 9th August 2002
http://www.thetexasmercury.com/articles/weber/PW20020120.html

The role of the government propaganda camps known as public schools cannot be discounted in all this. Schools are not so much centers of learning as they are behavior conditioning camps in which children are taught to be unquestioningly obedient to authority. 

Since reason and morality are the death of propaganda, schools busy themselves with systematically stunting students' ability to reason and think in moral terms.  

Because the government owns the propaganda camps, it's not surprising that the beneficiary of the propaganda is almost always the government. Americans accept obvious absurdities because they were drilled into their heads, year after year, in the government propaganda camps until they became true and unquestionable. 

TARGETS OF THE ILLUMINATI AND THE COMMITTEE OF 300.
By Dr John Coleman.
from CONSPIRATORS' HIERARCHY: THE STORY OF THE Committee of 300
http://www.100777.com/nwo/73.htm

(p.15) One of the goals of the illuminati is "to take control of education in America with the intent and purpose of utterly and completely destroying it. Much of these goals, which I first enumerated in 1969, have since been achieved or are well on their way to being achieved. "

(p.47)  "These Tavistock-U.S. institutions have in many cases grown into gargantuan monsters, penetrating every aspect of our government-agencies and taking command of all policy-making. One of Tavistock's chief wreckers of our way of life was Dr. Alexander King, a founder-member of NATO and a favorite with the Committee of 300, as well as an outstanding member of the Club of Rome. Dr. King was assigned by the Club of Rome to destroy America's education by taking control of the National Teachers Association and working in close-conjunction with certain law-makers and judges. "

(p.52) Thanks to the Club of Rome our technology-potential has dropped below that of Japan and Germany, nations we are supposed to have defeated in the Second World War. How has this come about? Because of men like Dr. Alexander King and our blindfolded state-of-mind, we have failed to recognize the destruction of our educational institutions and systems of teaching. As a result of our blindness, we are no longer training engineers and scientist in sufficient numbers to keep us among the industrialized nations of the world. Thanks to Dr. King, a man very few people in America know about, education in the U.S. is at its lowest level since 1786. Statistics produced by the Institute for Higher Learning show that the reading and writing capabilities of high-school children the United States are LOWER than they were among high-school children in 1786.

(p.90)  The specialists bewail the fact that the United States now ranks around 39th in the level of education in the world. Why do we bemoan what is so obvious? OUR EDUCATION-SYSTEM WAS PROGRAMMED TO SELF-DESTRUCT. THAT WAS WHAT DR. ALEXANDER KING WAS SENT HERE BY NATO TO ARRANGE. THAT IS WHAT JUSTICE HUGO BLACK WAS ORDERED TO ARRANGE. THE FACT IS, THE COMMITTEE OF 300, WITH THE APPROVAL OF OUR GOVERNMENT, DOES NOT WANT OUR YOUTH TO BE PROPERLY-EDUCATED. The education that Freemason Justice Hugo Black, Alexander King, Gunnar Myrdal and his wife came to give the children of the United States is that CRIME PAYS, EXPEDIENCY IS WHAT COUNTS.

They taught our children that United States law is unequally-applied, and that is perfectly in order. Our children were properly-educated by a decade of corrupt examples; Ronald Reagan and George Bush were ruled by greed and became totally corrupted by it. Our education-system hasn't failed. Under the guidance of King, Black and the Myrdals it is actually a great success, but it all depends from whose point-of-view we look at it. The Committee of 300 is DELIGHTED with our education-system, and will not allow one comma of it to be changed.

According to Stanford and Willis Harmon, the induced-trauma of long-range-penetration of which our education is a part, has been going-on for 45 years, yet how many are aware of the insidious pressures being applied to our society and the constant exposure to brainwashing that goes on every day? The mysterious gang-wars that broke out in New York in the 1950's is an example of how the conspirators can create and stage-manage any type of disruptive elements they like. Where those gang-wars came from nobody knew until the 1980's when researchers uncovered the hidden controllers who directed the so-called "social phenomena."

Gang-wars were carefully planned at Stanford, deliberately designed to shock society and cause ripples of disturbances. By 1958 there were in excess of 200 of these gangs. They were made popular by a musical and a Hollywood movie, "West Side Story." After making the news for a decade, suddenly, in 1966, they disappeared off the streets of New York; Los Angeles; New York; New Jersey; Philadelphia and Chicago.

Throughout the near decade of gang-violence, the public reacted according to the profiled-response Stanford expected; society as a whole could not comprehend gang-warfare and the public responded in a mal-adaptive manner. Had there been those wise-enough to recognize in gang-wars a Stanford experiment in social-engineering and brainwashing, the conspirator's plot would have been exposed. 

Protocol 9
The Protocols of the Learned Elders of Zion

"We have got our hands into the administration of the law, into the conduct of elections, into the press, into liberty of the person, but principally into education and training as being the corner stones of a free existence. We have fooled, bemused and corrupted the youth of the goyim by rearing them in principles and theories which are known to us to be false although it is by us that they have been inculcated. "

Mind-control of children in America
http://american-genocide.netfirms.com/html/americanstateterrorism/AboutThisSite.html 

Looking back, I’m amazed at the extent to which I was politically brainwashed for years by mind-numbing American “schools” and the corporate-controlled mass-media.

Like all other kids I knew, I always gaped at the T.V. in the morning before school. Narcotized by chemical-saturated, sugar-coated children’s breakfast cereals, I sat there in a hypnotized stupor before the flickering boob-tube, my young mind moulded by all the politically-censored, commercial-saturated children’s mind-programming. At least walking to school provided a little grounding in reality. But entering the classroom was entering a realm of unreality once again: a stuffy, stilted, straight-jacketed unreality. All the kids were required to obediently recite the lie-filled “Pledge of Allegiance” before the ugly American flag to start the dreary day, after which we labored to memorize a thoroughly uninspired mass of soporific, State-approved data until 3:00.

There ought to be a word for what American schools do to kids’ minds. How about “menticide”...

menticide \'ment-i-cide\ n. [fr. L mentis mind + caedere to kill]  1: the process of murdering every last vestige of creative, analytical and spiritual thinking within a vulnerable young mind through a prolonged and mandatory program of official coercion to engage in essentially mindless memorization of materialistic, irrelevant, unrelated and very often untruthful data  2: the predominant effect of the American school system

We were encouraged not to think, but merely to memorize. We were pressured to submit unquestioningly to the materialist-capitalist worldview and absorb so-called “facts” which were not facts at all, but outright lies and political propaganda.

There is no place for independent, free-thinking individuals within the American school system. From the first grade all the way through university post-graduate work, American schools reward you for mental obedience, above all else. Intellectual conformity is valued above real intelligence. Intelligence is rewarded only if it is applied within approved boundaries. For those with independent, creative minds, school curriculum is a mental coffin.

“How is it that little children are so intelligent and men so stupid? It must be education that does it.” — Alexandre Dumas

“You must adjust... This is the legend imprinted in every schoolbook, the invisible message on every blackboard. Our schools have become vast factories for the manufacture of robots.”  — Robert Lindner

“My schooling did me a great deal of harm and no good whatever; it was simply dragging a child’s soul through the dirt.” — George Bernard Shaw

“And what is a good citizen? Simply one who never says, does or thinks anything that is unusual. Schools are maintained in order to bring this uniformity up to the highest possible point. A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps.” — H. L. Mencken

A bell began the school day, a bell told you when you could escape for recess, a bell told you to come back from recess, a bell told you when you could eat lunch, a bell told you to come back from lunch. When the final blasted bell rang it was always a magic moment. All the little robots were permitted to come alive again and flee into the waiting arms of Life Outside.

But whatever other “extracurricular” activities there might be, upon returning home our impressionable minds were further programmed by hours of tacky televised twaddle until it was time to go to sleep.

AMERICAN EDUCATION CONTINUES IT NECESSARY DECLINE TO PREPARE OUR STUDENTS OF TODAY FOR THE NEW WORLD ORDER TOMORROW!!

http://www.cuttingedge.org/news/n1041.html 

NEWSBRIEF: "Newfangled homework designed to help American Students Think", The Sun Chronicle, Monday, December 9, 1996, p. 28. "WASHINGTON (AP) -- "Rather than assign her eighth graders a work sheet on problems on volume and area, Gail Purtell asked them to go home and design a soda can that would use less aluminum. The Sonoma, Calif., math teacher says she realizes this type of homework is more difficult, but she and other education reformers believe it develops a student's ability to think and solve problems. And it more effectively reinforces what is taught in the classroom."

Before we go on with this incredible article, let us pause to recap the important parts that we know so far. 1) This teacher considers herself to be an "education reformer". This is usually code for proposing a way of teaching that doesn't really teach; rather, this type teaching merely gives the appearance of teaching that will satisfy the typical parent who does not have the time nor the ability to seriously study the merits, or the lack thereof, inherent in the study method to determine whether it is worthwhile.

"Education reformers" have devastated our educational system in the past three decades. From these "education reformers" we have instituted "Look See" programs for teaching English, which do not work because English is a phonics based system of language. These same "reformers" have moved our curricula away from rote learning to a variety of other systems, even though rote memory is the demonstrated best way for the human mind to learn. We have not been teaching the basics in Reading, Writing, and Arithmetic since the early 1960's, and what do we now see in our society? We see clerks that cannot add or subtract in their minds, even to the point of making change in the supermarket. We see children, and now their parents, who cannot spell, and who have not the slightest idea how to correctly compose a paragraph or a coherent letter!

And, now, here we have a group of "Education Reformers" that are teaching a new system of mathematics teaching. They are teaching the students how to work math problems on volume and area. I remember such teaching when I was in school. We worked on mathematic formulas that produced precise answers that were either definitely right or wrong. We didn't have Multiple Choice from which to choose our answer, which is the dumb way out, because you might either guess correctly or you might get close enough to the answer in your calculation so that you would recognize the correct answer. But, you would not learn how to do these problems in any case.

The key to understanding this article is found in the last sentence of this first paragraph, quoted above. "And it more effectively reinforces what is taught in the classroom." It "reinforces what is taught in the classroom". Note that the teachers do not say that this method accurately and permanently teaches the child how to solve the math problems in the areas of "volume" and "area"; rather, their methods "reinforce what is taught in the classroom". The sentence before this one comes closer to saying this, when they say that their method "develops a student's ability to think and solve problems". The only difficulty with this statement is that it does not specify "math problems". Certainly, a student will be taught to deal with many problems other than math; therefore, this statement leaves a loophole large enough to drive a Mack Truck through!!

The general rule is that there is profit in confusion; the more confusion, the more profit. Therefore, the best approach is to create problems and then offer the solutions." {Pages 56-57}

This is THE REAL plan behind education today. As paragraph 1, above states, "Disengage" their minds, "sabotaging their mental activities' providing a low-quality program of public education in mathematics, logic, system design and economics". This describes our educational system in a nut shell, does it not?

Whenever public officials are taken to task for the obvious failures of their educational programs, they immediately throw up a smoke screen, blaming someone else or something else for the failure. And, always, they demand more government money to "fix" something that they intentionally broke in the first place!! Their "answers" are again proposed with all sorts of flowery language, but the results are entirely as disastrous. Meanwhile, the overall conditioning to prepare us to be good citizens in this coming horror system continue unabated, producing the huge numbers of uninformed citizens necessary to achieve the New World Order.

Finally, note that the Plan for Education in this preparatory period leading up to the New World Order understands that the total preparation for their type of citizen involves much more than just not teaching Reading, Writing, and Arithmetic. As paragraph 2, above, states, students are to be encouraged to increase their self-indulgence! If it feels good do it! Nothing is absolutely right or wrong! How many kids today care for nothing except that next party, that next drinking bout, or drug party?

Did you notice that part of the Plan envisions the media role in all this was to constantly be bathing us with stories of sex, violence, and wars!? Have you ever grown weary with the constant barrage of crime and war? Now you know why. The media is doing its part to produce the good citizen of the New World Order. Sex, unrelenting Violence, and Wars, wars, rumors of wars, is the required conditioning tools to produce the New World Order.

Then, Cooper summarizes this part of the Plan. "Diversion Summary: Media: Keep the adult public attention diverted away from the real social issues, and captivated by matters of no real importance. Schools: Keep the young public ignorant of real mathematics, real economics, real law, and real history. Entertainment: Keep the public entertainment below a sixth-grade level. Work: Keep the public busy, busy, busy, with no time to think; back on the farm with the other animals."

I will let this last segment stand on its own. Study it carefully, for it answers volumes about why we are suffering the terrible societal problems that are troubling us daily. The New World Order Plan continues on, getting near its completion.

What can we do about all this? How can we protect our children? The answer is both simple and difficult to carry out. Let us answer it according to the "Diversion Summary" organization, above.

Media: THE PLAN -- "Keep the adult public attention diverted away from the real social issues, and captivated by matters of no real importance." Now, think carefully and clearly about the issues upon which newspapers, magazines, and TV dwell the most. Are not most of them of small importance? We are fed a steady diet of violence, crime, sex, and war [or the rumors of war] but no one is reporting on the real issues of the day, i.e., the steady erosion of our Constitutional protections, the steady encroachment of a Federal Government into our private lives and the steady surrender of our national sovereignty to the United Nations [just to mention a few]. In several seminars, I have asked for a show of hands of those people who read the newspapers daily. Surprisingly, a majority of people raised their hands, including young people. But, then, embarrassment set in when I then asked how many guys read a section other than Sports, and the ladies, the Lifebeat section? 

Very, very few people today read the news from beginning to end, knowing the issues of the day. Yet, even those of us who do care enough to read widely, we are faced with the reality that many major stories are simply not reported in the major media. How many ministries today are actively reporting stories that the major media refuses to acknowledge? What did New Age author Bill Cooper write in his book, "Behold A Pale Horse"? "Keep the people busy, busy, busy, too busy to think; just like the other animals on the farm."

Schools: THE PLAN -- 

"Keep the young public ignorant of real mathematics, real economics, 
real law, and real history." 

This story quoted at the beginning of this article clearly speaks to this issue. Curricula today [actually since about 1930] is written to give the appearance of education, while denying education in reality. This is why we have children going through schools without being able to figure simple addition and subtraction in their head. This is why these same kids cannot count change back to you at the grocery store. Doubtless you can recite many other instances where this kind of tragedy is occurring. If the masses are ignorant of true mathematics, real economics, real law, and real history, they will be in no position to recognize that someone, someday, is about to take all these wonderful freedoms away, permanently. Ignorant people tend to judge superficially, and they tend to place too great a faith in leaders who are not worthy of such trust. Therefore, when the planned series of concurrent crises sweeps over America, these woefully ignorant people will allow themselves to be stampeded into allowing whatever plan of action is being proposed.

Schools today are lost. They do not, indeed can not, teach. Teachers no longer can maintain the elementary discipline and order, without which learning cannot occur. Kids are running the schools now, with administrators cringing at the mere thought of a lawsuit. Children are not learning Reading, Writing, and Arithmetic, but they are learning violence, rebellion, alcohol, and drugs. Serious children who do want to learn are threatened by this system out of control. Other students actively discourage them from performing well. This discouragement too often takes the form of physical intimidation.

Entertainment: THE PLAN -- 

"Keep the public entertainment below a sixth-grade level." 

Have you ever really watched a sitcom these days? Not only are they filled with unChristian values, language, and activities, they are also written below the sixth-grade level. I would wager a guess that the true level of most sitcoms today is below the fifth grade level!

Work: 

"Keep the public busy, busy, busy, with no time to think; 
back on the farm with the other animals." 

Now, you know why President Johnson refused to impose war time controls on the economy, even as we were rushing into the huge Vietnam War build-up. I clearly remember many respected economists warning, with all their might, against this action, warning that it would ignite huge long-term inflation.

And, of course, that is exactly what happened! To maintain long-term house mortgages, and car payments, and a myriad of other lifestyle standards, Mothers had to enter the workplace by the tens of millions. No longer was one pay check ever enough. And, the Government kept increasing taxes so that two pay checks were not enough. Millions of Dads and/or Moms took second jobs to stay economically afloat. Yet, even then, the Middle Class is slowly being squeezed out of existence.

As tens of millions of Mothers entered the workplace, the Family began to break apart. If husbands and wives were not divorcing, they were making life in the home an absolute Hell on Earth. Kids began to sour on life, leading to the explosion of nihilistic Rock Music and popular culture. "Keep the public busy, busy, busy, with no time to think; back on the farm with the other animals."

Does anybody yet want to argue with me that there is no conspiracy to produce this coming New World Order?

Iserbyt has done what no one else wanted or could do. She has put together the most formidable and practical compilation of documentation describing the well-planned "deliberate dumbing down" of American children by their education system. Anyone who has had any lingering hope that what the educators have been doing is a result of error, accident, or stupidity 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 controlled by behavioral and social scientists.

Iserbyt decided to compile this book because, as a "resister" to what is going on in American education, she was constantly told that she was taking things out of context. The book, she writes, "was put together primarily to satisfy my own need to see the various components which led to the dumbing down of the United States of America assembled in chronological order - in writing. Even I, who had observed these weird activities taking place at all levels of government, was reluctant to accept a malicious intent behind each individual, chronological activity or innovation, unless I could connect it with other, similar activities taking place at other times."

And that is what this book does. It connects educators, social engineers, planners, government grants, federal and state agencies, billion-dollar foundations, think tanks, universities, research projects, policy organizations, etc., showing how they have worked together to advance an agenda that will change America from a free republic to a socialist state.

What is so mind boggling is that all of this is being financed by the American people themselves through their own taxes!

One of the interesting insights revealed by these documents is how the social engineers use a deliberately created education "crisis" to move their agenda forward by offering radical reforms that are sold to the public as fixing the crisis - which they never do. The new reforms simply set the stage for the next crisis, which provides the pretext for the next move forward. This is the dialectical process at work, a process our behavioral engineers have learned to use very effectively. Its success depends on the ability of the "change agents" to continually deceive the public, which tends to believe any lie the experts tell them.

It was during Iserbyt's tenure in the Department of Education in Washington, D.C., where she had access to the grant proposals from change agents, that she came to the conclusion that what was happening in American education was the result of a concerted effort on the part of numerous individuals and organizations - a globalist elite - to bring about permanent changes in America's body politic.

Therefore, getting this book into the hands of thousands of Americans ought to be a major project for lovers of liberty in the year 2000. It will do more to defeat the change agents than anything else I can think of.

(This review is excerpted from worldnetdaily.com, 12-02-99. Also see Education Reporter, Nov. 1999.) To order The Deliberate Dumbing Down of America, contact 3D Research Company, 207/442-0543, fax 207/442-0551.

The Subversion of Education in America: Lesson #1
By Alan Caruba

http://www.anxietycenter.com/subversion.htm 

I’ll bet you think that the problems with our nation’s schools are a fairly recent phenomenon. Wrong. It dates backs to the 1960’s. Those that have implemented the subversion of our educational system have sought to fly well below the radar of public awareness, depending on stealth and duplicity to achieve the wreckage that has already stunted the lives of thousands who have passed through it.

... In brief, the intention was to create a generation or two of Americans who would accept the United Nations, not the United States, as their new "nation", a global nation, one-world government. The last thing the conspirators wanted was a nation of individuals who could or would actually think for themselves. 

Dumbing Us Down:
The Hidden Curriculum of Compulsory Schooling
by John Taylor Gatto
New Society Publishers

http://www.newsociety.com/ 

John Gatto, the fabled New York City “Teacher of the Year,” made headlines when he turned against government schooling, denouncing it as “a gigantic indoctrination and sorting machine, robbing people of their children.”

Twenty-six years of award-winning teaching in NYC’s public schools have led John Gatto to the sad conclusion that compulsory governmental schooling does little but teach young people to follow orders as cogs in the industrial machine. Dumbing Us Down offers a radical critique of public schooling, and suggests a guerilla curriculum of daily involvement in our communities, in all their gritty and wonderful reality.

How Our Schools Create Sheople

Why most Americans are unable to perceive and protest America's slide into fascism.
By John Kaminski
skylax@comcast.net

12-27-2
http://www.nosheeplehere.com/how_our_schools_create_sheeple.htm

In 1896 the famous John Dewey, then at the University of Chicago, said that independent, self-reliant people were a counter-productive anachronism in the collective society of the future. In modern society, said Dewey, people would be defined by their associations, not by their own individual accomplishments. In such a world people who read too well or too early are dangerous because they become privately empowered, they know too much, and know how to find out what they don't know by themselves, without consulting experts. -- Kurt Johmann, quoting John Taylor Gatto

The question on the minds of many people with consciences who are so aghast at the sudden savagery of the new terror-based policies of the U.S. government is how has the American public so silently and willingly acquiesced to the dishonest and murderous attitudes of George W. Bush and his criminal oil cartel.

The hypnotic power of television is of course one main component of the fearful powerlessness that now grips the American populace and has the rest of the world cringing in fear about where the power elite's military monster will strike next. That is a subject for another time.

The real credit for this continuing American coma belongs to something that has been right in front of our eyes all the time. It's something we have supported, spent our money on, and prayed for, something we have participated in ourselves.

The reason Bush has been able to get away with lie after lie in his drive to obliterate our Constitution and install himself as dictator of the world, is our public school system. What they did to all of us is directly related to what is happening now in the world.

This connection becomes perfectly obvious when you read Kurt Johmann's essay, "Unschooling: Self-directed learning is best," on his website ( http://www.johmann.net/  )

Johmann, a software developer who lives in Florida, quotes John Taylor Gatto, an award-winning teacher who taught in New York City government schools for 26 years and quit teaching in 1991 "so he wouldn't harm any more children." Gatto, author of "Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling," and other books investigating the fallacies of public education, insists American public schools teach a hidden curriculum of seven lessons:

1. Confusion. 
Gatto notes several things contributing to what he calls the lesson of confusion, including: a lack of subject-related context for what is taught; too many unrelated facts and unrelated subjects; a lack of meaning and critical thinking about what is taught.

 

About this lack of critical thinking Gatto says: "Few teachers would dare to teach the tools whereby dogmas of a school or a teacher could be criticized, since everything must be accepted."

 

With this kind of training, how would it be possible for a kid to know what valuable things are NOT in public school curricula? And by extension, how would it be possible for that same adult to discern that what her leaders tell her about American history bears little resemblance to what happened to the victims of those who wrote the histories?

 

2. Class position. 
Gatto points to the way students are kept in the same class by age, and, within this age classification, further classified and separated depending on how the students have done schoolwise (for example, classification into so-called gifted classes).

About this lesson Gatto says: "That's the real lesson of any rigged competition like school. You come to know your place."

 

As someone who has suffered from this myself, you have to ask how many learning opportunities are lost because children are not properly identified using rigidly mechanistic criteria.

 

3. Indifference. 
For this lesson Gatto is referring to the effects of the ringing bell that announces the end of the current class and the need of the student to drop whatever she is doing and proceed to the next class where a different teacher and subject await her.

 

About bells Gatto says: "Indeed, the lesson of bells is that no work is worth finishing, so why care too deeply about anything?"

 

And as far as educational evolution goes in kids, this rigidity causes children to assign equal value to all classes, say math and gym, without regard to their relative importance.

 

4. Emotional dependency. 
This lesson results from students having to submit to the designated authority, the teacher, regarding their personal desires during class time. As Gatto says: "By stars and red checks, smiles and frowns, prizes, honors, and disgraces, I teach kids to surrender their will to the predestined chain of command."

 

By the time this learned tendency reaches adulthood, it prevents many people from realizing there may be more qualified candidates other than the two corporate-approved rivals for any given office.

 

5. Intellectual dependency. 
This lesson is similar to the lesson of emotional dependency, since both lessons teach students submission to the designated authority. In the case of the lesson of intellectual dependency, the students specifically learn submission to establishment authorities, including the teacher, on intellectual matters.

 

This definitely discourages thinking "outside the box" when alternatives are presented to any given problem.

 

As Gatto says: "Successful children do the thinking I assign them with a minimum of resistance and a decent show of enthusiasm. Of the millions of things of value to study, I decide what few we have time for, or actually it is decided by my faceless employers. Bad kids fight this, of course, even though they lack the concepts to know what they are fighting, struggling to make decisions for themselves about what they will learn and when they will learn it. How can we allow that and survive as schoolteachers? Fortunately [Gatto is being ironic] there are tested procedures to break the will of those who resist "

6. Provisional self-esteem. 
As Gatto says: "The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials. People need to be told what they are worth."

As a result, when people get older, they may not be able to determine the worth of a given activity without someone whose authority they covet approving their decision. Put more simply, they may not be able to think for themselves.

7. One cannot hide. 
By this lesson Gatto means the effect that constant surveillance has on students as they are watched by teachers and other school employees. About the underlying reason for this surveillance Gatto says: "children must be closely watched if you want to keep a society under tight central control. Children will follow a private drummer if you can't get them into a uniformed marching band."

How many passions have been lost to students who were told their natural aptitudes were leading them in the "wrong" direction, and whose talents were blunted by the corporate-approved drive toward regimented conformity?

 

Besides teaching this hidden curriculum, Gatto asserts, the schools also separate children from their families, thereby weakening the bonds of family. This attack against the family is a part of the larger campaign in America to atomize people into individuals, so that having only themselves, they are weak and helpless and unable to resist the establishment, Johmann notes.

 

Having read this laundry list of what public schools do to our children, isn't it clear that our government is behaving in the same way as our monolithic school system, and isn't it even clearer that this process is not producing thoughtful human beings? Instead, the vast majority are the flag-waving zombies who cheer as American military might murders innocent children in faraway places, and turns its own citizens into robotic, thoughtless advocates of "the war on terror"?

 

If you have kids in school, be sure and study Johmann's website and its links before you make the decision to get them out of public schools as fast as you possibly can.

 

 

John Kaminski is a writer who lives on the coast of Florida whose education really didn't begin until he got out of school.

 

OXFORD UNIVERSITY
THE ILLUMINATI BREEDING GROUND

http://www.davidicke.com/icke/articles3/oxford.html

The following is an article written by David Icke for the Oxford University students newspaper.

Oxford University is the centre of a nexus that dictates and manipulates what is taught to students at all levels of "education."

It is controlled through a network of organisations, including the Round Table secret society created by followers of the Oxford University professor, John Ruskin. The most prominent of these Ruskin groupies was Cecil Rhodes, the first head of the Round Table, and banker Alfred Milner, who replaced him. Both of these men grotesquely abused the black people of Southern Africa and paved the way for apartheid.

The Round Table is at the centre of a network that includes the Royal Institute of International Affairs (RIIA), the Council on Foreign Relations in the United States (CFR), the US-based Trilateral Commission (TC), and the Bilderberg Group (Bil). I have been exposing the Bilberberg Group while being called "mad" for many years and now even the mainstream media is having to acknowledge its existence. These groups have among their membership the top people in global politics, business, banking, the media, military, education, etc., and they co-ordinate a common policy and agenda between apparently unconnected people, countries, and organisations. The Round Table was hatched at Oxford University and when Rhodes died in 1902 he left money in his will to fund "Rhodes Scholarships" that take overseas students to Oxford. These Rhodes Scholars return to their own countries and again and again end up in positions of power. Bill Clinton and the former Australian Prime Minister, Bob Hawke, are but two examples.

The Round Table is itself part of a much bigger web and its agenda is for a global centralised fascist state with a world government, central bank, currency, army, and a micro-chipped population connected to a global computer. When I first began to expose this in books like ..And The Truth Shall Set You Free and The Biggest Secret, I was as usual dubbed a "nutter". Now look around you with open eyes and open minds and you can see that this structure is unfolding so fast. The European Union was vital to this plan and this is why so many operatives for the groups outlined above have been involved in its creation - many of them Oxford students together going back to the Second World War. The reason for the obsession with centralisation is obvious. If you are a few who wish to control the lives of billions, the last thing you want is diversity of decision-making. There are simply too many people and locations to control. Instead you need to centralise the key decisions and the more you centralise, the more power you have to increase the pace of centralisation. This is why centralisation in all areas of life, politics, business, banking, media, military, has quickened with every year.

Indoctrination

The control of "education" is vital to this agenda. In fact, the aim of this network is not "education", but indoctrination. The idea is turn out adults who see life and history in a way that maintains the population in subservience and ignorance. This allows the network or "Illuminati" to advance its agenda without challenge from the mass of the population. The technique to achieve this is very straightforward and has proved to be stunningly effective over thousands of years. You "teach" and emphasise "information" that will encourage people to believe what you want them to believe and see the world as you wish them to see it. At the same time you ignore and suppress alternative information that may prompt people to see another reality. The media do this every day and so the public are constantly misled about world events, people in the news, and so on. "Education" is precisely the same and just think about this for a second. If you wanted to create a structure in which you could indoctrinate young people into your way of thinking, what would be the idea way of achieving this? To have control of what those young minds see and hear day after day for the first 18 years+ of their lives. And that is precisely what we have with today's "education" system.

Now that would be OK if the children and students were given all information available and encouraged to think for themselves. But so often, to pass exams and progress within the system, you have to tell the system what it wants to hear - the system's version of reality. What was it the Nazis said? The bigger the lie the more people will believe it. The "education" system, with Oxford at its centre, is little more than a propaganda ministry designed to turn out adults who think "correctly". As with all mind manipulation, they offer carrots and sticks to "encourage" compliance. Students are rewarded for submitting to the system's version of events, while those who challenge and question are marginalized, not least by low grades.

The other prime role of Oxford is to take selected students (often selected by bloodline for reasons explained in my books) and prepare them for life as an operative for the network, or "Illuminati", within politics, business, finance, the media, etc. The Rhodes Scholars are an example of this. Such selected students "get lucky" and enter positions of power because doors open for them that are denied to the, literally, uninitiated. I will give you an example.

In my book, And The Truth Shall Set You Free, I feature the research of Dr Kitty Little. She is a long time researcher into the corruption and infiltration within the British Intelligence agencies. Her scientific career has included research for the Ministry of Aircraft Production during the Second World War, followed by nine years at the Atomic Energy Research Establishment at Harwell. In her submission to the 1995 Nolan Committee on Standards in Public Life, she tells the story of an attempt to recruit her into the Communist Party at Oxford University in 1940. The Communists, she said, had gone "underground" by joining the University Labour Party and she attended a meeting of a Labour Party "study group" in a room at University College.

The main speaker at the meeting, who clearly believed he was among friends, began to reveal the plot to destabilise the United Kingdom and Commonwealth, ready for a Marxist/Fascist (same thing) takeover. She later realised that this was part of the plan designed to introduce the global centralised control called the New World Order. The plot was outlined by the speaker at that Oxford meeting to destroy the United Kingdom defences, engineer a Marxist/Fascist takeover of Rhodesia and South Africa and to use what became known as the European Community, now Union, as a smokescreen to hide the changeover to a centralised Marxist/Fascist rule of Europe. The plan was also to destroy British manufacturing industry.

He went on to describe how members of the political section of this subversive organisation were going to infiltrate the British Parliament and civil service, some entering each of the political parties. Many would go into the right wing of the Labour Party, others to the left wing of the Conservatives. Eventually there would be a fusion into a new "Centre Party". (Put the majority of Labour, Conservative, and Liberal Democrat politicians together and, if you ignore the rhetoric and look at the policies, that's what we now have in fact - a one party "consensus". The speaker at Dr Little's meeting said that the British distrusted extremists and so posing as "moderates", occupying the centre ground, would allow them to dismiss their opponents as "right wing extremists". This subversive organisation did not have a name, he said, because that would make it harder to prove it existed. The speaker said he had been chosen to be the political head of this organisation and expected himself one day to become the Prime Minister of the United Kingdom. All this was said in 1940 and that man did indeed become Prime Minister.

His name was Harold Wilson.

Wilson (Bilderberg Group - "Bil") was Prime Minister for the period 1964 to 1976, except for four years when his friend at Oxford, Ted Heath (Bil), took over between 1970 and 74. Dr Little says that when she made her story public, the Daily Express writer of intelligence "exposes", Chapman Pincher, showed a copy of her allegations to Harold Wilson. He was issuing libel writs like confetti at the time, but his only reaction to Dr Little was to say she had mistaken him for a Tom Wilson. She knew she had done nothing of the kind, but she checked the entire University records and there was not even one T. Wilson enrolled there in this century! She knew Wilson as an economics fellow at Oxford because it was he who researched and compiled most of the "Beveridge" Report, which created the Welfare State and the Social Security system after the war. William Beveridge was Wilson's economics master at Oxford and, Dr. Little says, he was little more than a figurehead who put his name to it. On the surface the report was admirable in many ways, but from the perspective of today it can be seen to have wider implications. It created dependency and control, while destroying opportunities for self-reliance and independence outside the elite-controlled system. Now that dependency has been created the Welfare State is being dismantled and much of what is left is being handed over to privatisation - the elite bankers in other words - and the rug pulled from under the dependent people.

Wilson resigned abruptly in 1976 and was replaced by Jim Callaghan (Bil), who became a joint president of the Royal Institute of International Affairs. His fellow presidents were Lord Carrington (TC and Bilberberg chairman) and Harold Wilson's former Chancellor and Home Secretary, Lord (Roy) Jenkins (TC, Bil), who, with Lord David Owen (TC, Bil), Bill Rogers (Bil), and Shirley Williams, left the Labour Party in the early 1980s to form a centre party, the SDP, now the Liberal Democrats. All these people worked closely with another prominent member of the Labour Government under Harold Wilson and James Callaghan. This was the Bilderberger, Trilateralist, chairman of the International Monetary Fund Interim Committee, and council member of the Royal Institute of International Affairs, Denis Healey. All of these people were heavily involved with Ted Heath in taking the UK into the European Community. I wonder when they were in the highest political offices in the land, if Wilson, Heath, Jenkins, and Healey, ever got together and pondered on the remarkable twist of "destiny" that led four people who were at Oxford University in the same period to become the leading political names of the 1960s and 70s, just as the United Kingdom was committing itself to the European Community. Indeed Jenkins would go on to be president of the European Commission and Heath would take the UK into the community, now union. Wilson (Jesus College and University College), Healey (Balliol), Jenkins (Balliol) and Heath (Balliol), are such an inspiration to us all. Look at what an Oxford education can do for you. In this same period, the Liberal Party leaders also did Oxford proud in the form of Jo Grimond (Balliol and Bil), and Jeremy Thorpe (Trinity College), the author of the book, Europe: The Case for Going in.

Lord Jenkins also went on, of course, to become Chancellor of Oxford University. He has also been described as something of a guru to UK Prime Minister, Tony Blair. Today Blair is another "centre ground" extremist in Downing Street who is pressing for the UK to join the Euro and concede what is left of its independence to the Illuminati-controlled super state. Blair received a law degree in 1975 from St. John's College at Oxford University and is a member of the Bilderberg Group, as is his mentor, Peter Mandelson (St Catherine's, Oxford), and his chancellor, Gordon Brown.

Oxford University is a nexus for the control of what is "taught" in education and a breeding ground for the Illuminati placemen and women of the next generation. The vast majority of students are not aware of this because they are not the chosen ones and even many of those who are chosen, overwhelmingly by bloodline, have no idea until much later why they found fortune smiling upon them.

The way to break this circle is through peaceful rebellion with the emphasis on peaceful. What you fight, you inevitably become, which is why you will see no difference between a vehement Nazi and a vehement "anti-Nazi". They are mirrors of each other while they believe they are opposites. No, the way to bring down this network of power and manipulation is to stop co-operating with it, stop being unquestioningly subservient to it, and to make public the information that the Illuminati-controlled education system and media are so desperate to suppress and discredit.

Don't let them tell you what to think, no matter how "different" your own views may be in relation to the official line. If you are not different in this world of stunning uniformity what on earth are you doing? Baaaaaaa.

WHAT THE UNIVERSITIES ARE REALLY FOR
http://www.gsrmeter.com/documents/13.htm

The function of the university has been, for thousands of years, and still is, to instruct authorities in superstitions currently used to manipulate Earth societies. The work of the authorities, would be to viciously enforce those superstitions on the masses. The universities pretend that Galileo, Copernicus, Harvey and Socrates are their heroes. That is false. The universities damn near killed these men, and wanted to. The universities falsely claim to be the brave seekers of truth. They have always been enemies of truth. They have always demanded an unholy monopoly on the right to fixate what is true and what is not.

Intelligent people have always believed that the earth was round, and that the earth revolved around the sun. Universities taught the flat earth dogma for a thousand years, to inhibit exploration. It costs a lot of money to build, and supply an exploratory vessel. Criticism by authorities from the great schools inhibited finance very easily.

Every single university department is tainted with lie after major lie. Scios [scientologists] are aware of many of the lies. Innumerable false teachers were sent to mislead the universities. The professors themselves are degraded to such an unethical state that they teach lies, not accidentally, but intentionally. Proving them wrong, and showing them the truth never changes them one bit. Countless unsuspecting students submit corrective suggestions to their professors every year with not the slightest effect. Professors are never in the business of improving their subject. They are in the business of imposing their subject. Changes in a curriculum are only ordered from very high, untouchable echelons, and then, only for manipulative purposes. Any province, or state which chose to fully reform its education system would be either invaded, or nuked.

A Scio [scientologist], upon reviewing and analyzing his education, discovers that the bulk of it either was full of lies, or was useless, and all the useful stuff was taught with aberrated teaching methods, so as to horribly lessen its value.

There must be a catalogue naming the false wise men of our culture, and debunking the major lies they imbued into every profession. There was Darwin, Wundt, Marx, Keynes. The list is too long to fit here. The universities could be nicely debunked in a book of several hundred pages. Such a project would improve the sanity of many millions.

 

 

The Underground History of American Education 
http://johntaylorgatto.com/chapters/2b.htm  

"By 1917, the major administrative jobs in American schooling were under the control of a group referred to in the press of that day as "the Education Trust." The first meeting of this trust included representatives of Rockefeller, Carnegie, Harvard, Stanford, the University of Chicago, and the National Education Association. The chief end, wrote Benjamin Kidd, the British evolutionist, in 1918, was to "impose on the young the ideal of subordination. ... Students were to learn to think of themselves as employees competing for the favor of management. Not as Franklin or Edison had once regarded themselves, as self-determined, free agents."

The Deliberate Dumbing Down of America 
By Charlotte Thomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education
http://www.deliberatedumbingdown.com/pages/book.htm

Free download of book 
http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.pdf
 large file, about 14gb.

Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling [Paperback]
John Taylor Gatto 
http://www.amazon.com/Dumbing-Down-Curriculum-Compulsory-Schooling/dp/0865714487