The history of public education is a long and complicated one. There is no succinct story that gives you the general idea. But I will tell you that it is one of control, power and money. In one word, evil.

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That is what happens when evil men are put into positions of power. Who suffers the most?

The children.

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Before I continue, let me reference my main source of the history of American education. His name is John Taylor Gatto. He was a New York City educator for 30+ years. He won New York City Teach of the Year award three times and New York State Teacher of the Year award once. He is an author and has written several books on American education. He also wrote an Op-ed in the WallStreet Journal called, I Quit, I Think.

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The books I've read are Dumbing Us Down and The Underground History of American Education. Both are phenomenal books and I highly recommend them.

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THE BEGINNING

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Prior to forced modern schooling, children were educated by their parents or by a governess. In 1840 the literacy rate was between 93 and 100 percent. Everyone was literate, rich and poor alike. So where was the need to educate the population? There was none.

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The architects of forced modern schooling had nothing to do with education itself. They weren't teachers and had no passion for children. They were in fact four great coal powers of the 19th century.

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Henry Ford of Ford Motors (Hitler regarded Ford as his inspiration)

Andrew Carnegie. An enthusiastic Darwinist and early proponent of planned economy and society, reunion with Great Britain.

J.P. Morgan The foremost Anglican layman in the world worked resolutely for the restoration of a class system in America, and Anglo-American sovereignty worldwide.

J.D. Rockefeller Sr. "Survival of the fittest is nature's way of producing beauty," said Rockefeller. He approved of school experiments in Gary, Indiana, to dumb down curriculum, seek more effective means give mind of control.

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After the Civil War, Northeastern policy elites from government, business and university life began to discuss seriously the isolation of children in custodial compounds where they would subjected to deliberate molding routines.

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Gatto writes...

"....These discussions were inspired by a growing realization that the productive potential of machinery driven by coal was limitless. Rail road development made possible by coal startling new inventions like the telegraph, seemed suddenly to make village life and local dreams irrelevant. A new governing mind was emerging in harmony with the new reality.

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The principal motivation for this revolution and family and community life seems on the surface to be greed, but appearance concealed philosophical visions approaching religious exaltation and intensity-That effective early indoctrination of all children would lead to an orderly scientific society, one controlled by the best people, now freed from the obsolete straitjacket of democratic traditions and historic American libertarian attitudes.

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Forced schooling was the medicine to bring the whole continental population into conformity with these plans so it might be regarded as a “human resource”. Managed as a “workforce”.

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No more Ben Franklin’s or Tom Edison’s could be allowed; they set a bad example. One way to manage this transformation was to see to it that individuals were prevented from taking up their working lives until an advanced age when the ardor of youth and it’s insufferable self confidence had cooled.”----The Underground History of American Education chapter 2

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It gets worse from there.

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Woodrow Wilson himself said, "We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks"

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Classes? And then... Genetics?

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"Rockefeller was inspired by the work of an Eastern Europe scientist by the name of Hermann Muller to invest in genetics. This scientist had used x-rays to override genetic law by inducing mutations in fruit flies. Then they thought that this would lead to the scientific control of life itself. Muller preached that planned breeding would bring mankind to paradise faster than God. The greatest scientists and powerful economic interests of that day enthusiastically applauded and endorsed Muller's proposal.

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Just a few months before Muller's proposal called Geneticists' Manifesto (Muller won the Noble Prize), an executive director of the National Education Association announced that his organization  expected "to accomplish by education what dictators in Europe are seeking to do by compulsion and force."

Is that clear enough for you?

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The big secret of American schools is that it doesn't teach the way children learn nor is it supposed to. It doesn't answer real questions nor educates the heart of the child. Gatto says, " Work in classrooms isn't significant  work; it fails to satisfy real needs pressing on the individual; it doesn't answer real questions experience raises in the young mind; it doesn't contribute to solving any problem encountered in actual life."

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Time and time again, the people who worked on establishing American education, believed in an uneducated social class. And once you know it's there, doesn't make it hard to find."

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The soul and I'd say root if it goes much further. All of it is a mixture of "ancient religious doctrine, utopian philosophy, and European/Asiatic strong state politics mixed together and distilled."---Gatto

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This is the very foundation of American education. Please continue reading my blog posts and share them with your friends and families. I intend to go deep with this history. I pray your eyes will be opened and your heart be inspired to take action.

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