“Plans are underway to replace community, family, and church with propaganda, education, and mass media….the State shakes loose from Church, reaches out to School … People are only litt…
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The Cure For Everything Energy Expand child menu The Universal Life Force Energy Emotions, DNA, and the Divine Matrix Psychoneuroimmunology and the Placebo Effect The Biology of Belief Positivity, Prayer and Remote Healing Biofield Electrography and Kirlian Photography Acupuncture, Acupressure and Meridians The Human Chakra System Martial Arts Expand child menu The Science of Self-Defense Yoga Expand child menu The Most Important Thing in Your Life The Benefits of Yoga Atlantis and Kundalini Books Expand child menu Lulu Amazon Videos Expand child menu YouTube Odysee BitChute Rumble Rokfin Brighteon Real Truth Seekers Instagram Telegram Music Expand child menu iTunes Spotify Deezer Napster SoundClick SoundCloud Forum Posted on September 24, 2018April 4, 2019 by ericdubayForced Government Indoctrination Centers “Plans are underway to replace community, family, and church with propaganda, education, and mass media….the State shakes loose from Church, reaches out to School … People are only little plastic lumps of human dough.” -Edward A. Ross, “Social Control,” 1901 “Each year the child is coming to belong more to the State and less and less to the parent.” -Ellwood Cubberley, “Conceptions of Education” 1909 Before 1852 American education consisted of one-room school houses, independent teachers, and students of all ages attending of their own free will. Curriculums and funding came directly from local communities without a federalized bureaucracy ruling over every facet like today. From 1852-1918 things changed as the government began pushing to enforce compulsory schooling laws all across America. These were coupled with new “child labor laws” in an effort to take children off the farms from under their family’s tutelage and force them into indoctrination camps under the government’s tutelage. These laws were met with strenuous opposition at every turn by the US population and unless there was an incredibly well-backed agenda to make sure such laws passed, they would not have. If it was simply a matter of what the people in individual states really wanted, child labor and compulsory schooling issues would have been dropped as soon as they were raised. “At first the laws were optional … later the law was made state-wide but the compulsory period was short (ten to twelve weeks) and the age limits low, nine to twelve years. After this, struggle came to extend the time, often little by little…to extend the age limits downward to eight and seven and upwards to fourteen, fifteen or sixteen; to make the law apply to children attending private and parochial schools, and to require cooperation from such schools for the proper handling of cases; to institute state supervision of local enforcement; to connect school attendance enforcement with the child-labor legislation of the State through a system of working permits.” -Ellwood Cubberley, “Public Education in the United States” 1934 Once federalized mandatory schooling was employed countrywide, the compulsory attendance of 9-12 year olds, 10-12 weeks a year, was incrementally lengthened to the point that nowadays 4 year olds are entering pre-schools and 26 year old doctors are still being indoctrinated almost the whole year long. Ironically the longer students remain in their respective institutions, the more respect they are generally given in their field. Thus our “experts” in Medicine, Science, Technology, Philosophy, Economics, Politics etc. are generally those who have received the most government indoctrination. “Since 1900, and due more to the activity of persons concerned with social legislation and those interested in improving the moral welfare of children than to educators themselves, there has been a general revision of the compulsory education laws of our States and the enactment of much new child-welfare … and anti-child-labor legislation … These laws have brought into the schools not only the truant and the incorrigible, who under former conditions either left early or were expelled, but also many children … who have no aptitude for book learning and many children of inferior mental qualities who do not profit by ordinary classroom procedures …Our schools have come to contain many children who … become a nuisance in the school and tend to demoralize school procedure.” -Ellwood Cubberley, “Public Education in the United States” 1934 At the turn of the 20th century Cubberley spoke of how children mechanically minded, without aptitude for book learning, or of inferior mental capacities, “become a nuisance in the school and tend to demoralize school procedure.” At the turn of the 21st century, Bush continues pushing the idea of “No Child Left Behind,” the complete opposite, which expands special-ed at the expense of gifted and talented programs, promotes “outcome-based education” (an atrocious educational philosophy now being promoted), and furthers state control of your children. If you believe in the myth of a benevolent nanny-state that looks out for your best interests from cradle to grave, “No Child Left Behind” might fit well into your philosophy, but for independent individuals, lovers of freedom, this is the final step in government mind-control. “In 1909 a factory inspector did an informal survey of 500 working children in 20 factories. She found that 412 of them would rather work in the terrible conditions of the factories than return to school.” -Helen Todd, “Why Children Work,” McClure’s Magazine, April, 1913 “In one experiment in Milwaukee, for example, 8,000 youth …were asked if they would return full-time to school if they were paid about the same wages as they earned at work; only 16 said they would.” David Tyack, “Managers of Virtue,” 1982 California Education Administrator Ellwood Cubberley was the main anti-establishment voice speaking out against the standardizing and enforcement of our schooling. The leading pro-establishment voice was (1889-1906) US Commissioner of Education William Torrey Harris. Listen to Harris’ words from his 1906, “The Philosophy of Education”: “Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.” Is this a sane “Philosophy of Education” by anyone’s standards? This is the man who gave America scientifically age-graded classrooms to replace the long successful practice of mixed-age school houses. In “The Philosophy of Education,” Harris wrote his vision of the perfect classroom: “The great purpose of school can be realized better in dark, airless, ugly places … It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.” The first federalized education board was the 1870 founded NEA (National Education Administration) which quickly announced that country-wide school science courses must be restructured to teach “evolution” as fact, not theory. Having gained a fair amount of pull in the NEA, in 1903, John. D. Rockefeller created the GEB (General Education Board) in an effort toward “this goal of social control.” Later, in 1923 he would also create the International Education Board providing over $20 million to promote education abroad. The Rockefeller, Carnegie and Ford groups have often funded (and thus steered) American education more so even than the government. “Reading through the papers of the Rockefeller Foundation’s General Education Board – an endowment rivaled in school policy influence in the first half of the twentieth century only by Andrew Carnegie’s various philanthropies – seven curious elements force themselves on the careful reader: 1) There appears a clear intention to mold people through schooling. 2) There is a clear intention to eliminate tradition and scholarship. 3) The net effect of various projects is to create a strong class system verging on caste. 4) There is a clear intention to reduce mass critical intelligence while supporting infinite specialization. 5) There is clear intention to weaken parental influence. 6) There is clear intention to overthrow accepted custom. 7) There is striking congruency between the cumulative purposes of GEB projects and the utopian precepts of the oddball religious sect, once known as Perfectionism, a secular religion aimed at making the perfection of human nature, not salvation or happiness, the purpose of existence. The agenda of philanthropy, which had so much to do with the schools we got, turns out to contain an intensely political component.” -John Taylor Gatto, “The Underground History of American Education” (201) “One would assume that, since the Rockefellers are thought of as capitalists, they would have used their fortune to foster the philosophy of individual liberty. But, just the opposite is true. We have been unable to find a single project in the history of the Rockefeller foundations which promotes free enterprise … almost all of the Rockefeller grants have been used directly or indirectly to promote economic and social collectivism, i.e., Socialism-Fascism.” -Gary Allen, “The Rockefeller File” “Philanthropy is the essential element in the making of Rockefeller power. It gives the Rockefellers a priceless reputation as public benefactors which the public values so highly that power over public affairs is placed in the Rockefellers’ hands. Philanthropy generates more power than wealth alone can provide.” –Myer Kutz, “Rockefeller Power” Rockefeller charity and philanthropy influences many sectors of society from education to politics to religion. Here’s an abridged list of Rockefeller funded organizations: American Assembly, American Association for the United Nations, American Friends Service Committee, Atlantic Union, Center for Advanced Study in Behavioral Science, Center of Diplomacy and Foreign Policy, Citizens Committee for International Development, Committees on Foreign Relations, Committee for Economic Development, Council on Foreign Relations, Federation of World Governments, Foreign Policy Association, Institute of International Education, Institute for World Order, National Planning Association US National Commission, The Trilateral Commission World Affairs Council, and United World Federalists. Notice any trends? Any doubt regarding the Rockefeller’s intent in starting the GEB should be clarified in John D’s own mission statement: “In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive folk. We shall not try to make these people, or any of their children, into philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters. We shall not search for great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen – of whom we have an ample supply. The task is simple. We will organize children and teach them in a perfect way the things their fathers and mothers are doing in an imperfect way.” -John D. Rockefeller, General Education Board (1906) This is not a man looking out for the best interest of students. You can get a good sense of his demeanor from statements like “yield themselves with perfect docility to our molding hands” and talking about creating a “perfect system” of state education better than imperfect parental education. Martin Luther King Jr., for one, disagrees with John. D. Rockefeller saying: “The group consisting of mother, father and child is the main educational agency of mankind.” Who do you agree with? Prior to WWI, in a speech to American businessmen, President Woodrow Wilson admitted similar goals as the Rockefellers: “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.” In 1931, Paul Mantoux, in his foreword to “International Understanding” wrote, “And the builder of this new world must be education…. Plainly, the first step in the case of each country is to train an elite to think, feel, and act internationally.” In 1932, continuing their effort to change the philosophical goals of Am… truncated (14,816 more characters in archive)