Dumbing us Down Through Public Education Many of us believe that public education has been with us for quite some time. This stands to reason as we know that our parents, our grandparents, even our great grandparents, have participated in public education of some type, but it is at this point where things begin to get fuzzy. The truth is that public education as we know it today, free public education, available to anyone, regardless of class, social standing, race or religion, is an American phenomenon and has only been in existence, in the form that we now understand it, since the early 20th century,(Plant, Decline 213).Truth be told, at the onset, government sanctioned education was most often met with resistance, even violence, by parents and communities alike, throughout America.
It has only been implemented to its current extent, through manipulation, brainwashing, false propaganda and since its inception, has caused a decline in our ability to form abstract thoughts and to think independently (Sowell, Inside 18). There is, and has been since the early 1900’s, a conspiracy to dumb down our nations youth in the American educational system.Prior to the early 19th century, public schools and state sanctioned education were largely absent from the lives of most Americans, and most of the world. Yet literacy rates before then, before compulsory public schooling, are estimated to be around 90% to 98%. Men such as Abraham Lincoln, Samuel Langhorne Clemens (Mark Twain), and Frederick Douglass were able to educate themselves and move on to contribute greatly to society without the benefit of public education in any form, as did most Americans in that era(Sowell, Inside 18-24,27).In fact, in many countries today, countries such as Switzerland, where it is estimated that only 23% of its citizens attend public high school, have the highest income per capita in the world and more scholarly individuals in comparison to other countries. This is generally attributed to the lack of public education (Murray Real 33,34).
The same show similar literacy rates to that of early America, where little was available in the way of public education.At the beginning of the 1900’s the captains of American industry determined that in order to obtain the required number of workers to staff their ever growing factories, and to insure that such workers were of a suitable mindset to perform the mundane tasks involved, that they would have to consolidate and control education. Some of the key architects of public education were J.
P Morgan, Henry Ford and John D. Rockefeller. , Their intent from the beginning was to create a public school system that would produce such workers (Iserbyt Deliberate 19-22,94).President Woodrow Wilson, who, according to numerous literary accounts during that era, long since buried by the purveyors of the conspiracy, said, among other things, “We will build a system of education that will produce a suitable labor force for the coming age. “(23) Andrew Carnegie, also a captain of industry at the time issued a similar quote, “We will use the schools to change America from a free individualistic economy to a socialist planned economy in the new order.
(23-24) Compulsory schooling is the result of their elitist efforts and has been seen as necessary to facilitate such an end by those who have further taken up the cause of this New World Order, (Iserbyt Sovereign Pt 1, 9:00-28, InfoWars 6:42-48). From that point onward it has become increasingly apparent that the fruits of public education compare less than favorably, as far as the people are concerned, to those produced prior to the early 1900’s.In the 21st century the average high school graduate can name only 5 presidents, cannot do basic algebra, is not able locate Iraq on a globe, cannot name the capital of more than 8 states, and does not know the difference between their, there and they’re (Murray Real 12-14). Most corporations have remedial educational programs in place for their college educated employees who have been bucked up through the system (Sowell. Inside 22). The plans laid over 100 years ago have well come to pass and we are now churning out hundreds of thousands of functionally illiterate students each year, bent on entering the corporate work force.Suited for nothing else, having not an inkling of enterprise, not capable of independent thought, trained to be dependent on authority, not able to take personal responsibility, these victims of public education have little other option but to embrace the corporate structure, which is exactly what they have been programmed to do, (Gatto InfoWars 4:48-5:16).
Charlotte Iserbyt, a former teacher and school board member, who served as Senior Policy Advisor for both the Office of Educational Research and Improvements, and the U. S.Department of Education during the first Regan administration, is the premier whistle blower against public education in America and its clandestine efforts to cause such education to be nothing more than formal indoctrination into the corporate world. Iserbyt is also one of the most respected and outspoken anti-New World Order activists in the country.
In her early years as a school teacher Iserbyt says that she was suspicious of the curriculum from the beginning. “There seemed to be more of an emphasis on adaptability to change, self-esteem, and class-ism rather than on the basics, reading writing and arithmetic. When questioning this, Iserbyt says that she was met with strong reprimand which extended up through the ranks the school superintendant. For years she took action on her own, implementing various programs that she believed would benefit of the students in her charge. She states that, on nearly all accounts, her efforts were met with similar back-lash from school administrators, government officials and educational organizations, such as the State Literary Resource Center of Maine, the National Education Association and various teachers unions (Iserbyt Deliberate 3-5, 16-24).At one point she implemented a penmanship program in her class, teaching her students to make certain shapes, those which are used in the writing of letters and numbers in a repetitious manner, to the rhythm of specially composed music. Iserbyt states that such has proven to create connections in the brain that prove to be useful in other areas later in life.
She states that this is where she met with her strongest reprimands, all while she assumed, and rightfully so, that she was doing what was best for her students (Iserbyt Sovereign, pt 3, 0:33, Deliberate, 142).In spite of her intermittent run-ins with higher-ups, Iserbyt did manage to promote and advance in her career as an educator. It was here where her belief that a conspiracy was afoot and, in her mind, confirmed her understanding of the true agenda in American education. Iserbyt says that she observed many disturbing trends in her tenure as a school board administrator, certainly not the least of which was the continual and gradual reduction in the instruction of basic skills.
Especially in the area of mathematics and reading, Iserbyt states that she observed a steady ecline in what students were expected to know and be proficient at. Another disturbing trend that she observed was the educational establishment’s constant migration away from proper grammar, observed with such programs as Ebonics. Iserbyt says that students were taught, on many fronts, that knowledge was relative and that there are few, if any, absolutes (Iserbyt Deliberate 158-62). A similar observation was made by John Taylor Gatto, former school teacher who was named New York States School Teacher of the Year on three separate occasions.
Gatto states that he observed a movement away from traditional teaching methods and toward programs that were once only thought to exist in the Soviet Poly Technical educational system. Gatto also observed in his tenure further and further implementation of programs that were not intended to increase a student’s knowledge, their ability to learn, or think in an individualistic manner, but, rather to teach students to recognize people by class and to seek approval from authority figures (Gatto Underground 116-21). He sited the D.
A. R. E and A. D. A. P.
T programs as prime examples.Gatto further states that he observed a disturbing trend against traditional family values in which he was required to teach students that, under certain conditions, certain actions, ordinarily deemed as immoral or wrong, were permissible (Gatto InfoWars 6:32). Iserbyt recalls similar occurrences in her tenure with the Regan administration, with various federally mandated sex education and drug education programs. Iserbyt states that she observed instances, across the board, where students were encouraged to, not only become familiar with, but to also experiment with homosexuality and masturbation.
It was at this point that she began to zealously speak out against the implementation of such programs. This led to continual reprimands from those above her and ultimately to her termination from federal service (Iserbyt, Deliberate 160-68, 180). This begs the question; why would the Federal Government be concerned with an individuals values when such values do no harm to others, but rather promote harmony and good will in society? Why does the federal government care whether or not a student is gay? Upon her termination, Iserbyt became more zealous than ever.She began to make public certain elements of her job as an educator and educational administrator, that she had previously been sworn to secrecy regarding. Foremost of these items was her time spent performing the tasks of what is known as a “Change Agent.
” She states that her duties in this role were to go into communities and pave the way for such programs that attack, in one aspect or another, traditional family values, diminish the impact of public education as a whole, and, as she puts it, “to dumb the students down. She mentions a “Big Book” that came with the in-service training she received called “Innovations in Education, a Change Agent’s Guide,” which, among other things, required her to identify and convert “resistors,” of which there were many, to accept the terms of these various programs (Sex Education, Drug Education) and listed a number of means by which to do so. She recalls locating prominent members of a given community and, per her manual, flattering them into taking positions of authority on the affected committee set up to support the program, there by encouraging others to go along, (Iserbyt, Dumbing pt 2, 0:10).So again, the question of why would the federal government wish to implement such programs, designed to arouse disdain toward traditional values, and diminish the over all quality of education, against the will of the people? John Gatto, though he did receive numerous reprimands toward the end of his teaching career for failure to adhere to the curricula mandated by the New York State Department of Education, was never terminated, but rather quit of his own accord saying, “I can no longer hurt these children. He was referring to the state of education in New York and its ill effects on the students. Gatto states that the intent of public education is not to enable a child to think but to hinder his/her ability to do so. Gatto cites a prime example in the case of mathematics and the changing manner in which it was being taught to students. Traditionally, students were required to memorize multiplication tables, not only so that they would be of use in later life, but also to develop critical thinking skills.
Gatto says that, in place of this, he was instructed to ensure that his students could closely estimate the values of multiplication problems. When he questioned this he says that he was told that students did not need to spend an inordinate amount of time studying math because they had calculators to do the math for them (Gatto, Underground 140,42, 148). Synonymously, Gatto recalls the time period, near the early 80’s when grammar was beginning to be phased out.His superiors citing that speech was relative and it was of no real import that students learn to speak and understand text, written or spoken, in any certain manner (Gatto InfoWars 8:19). So then, what are we to make of this information: are we to believe that there is actually an “agenda” or a “conspiracy” to dumb down our nations youth in an attempt to create a more pliable corporate stooge? The answer takes us back to the turn of the last century.Prior to World War I, President Woodrow Wilson, while giving a speech to a large group of capitalist tycoons, captains of industry, the movers and shakers of their time, and shapers of ours, stated publicly that educational policy would be henceforth geared toward creating a system of education that would produce workers who did not question authority, who were of a diminished mental capacity, and who excelled in mindless, mundane tasks, reserving real education for only a small elite.
Every President since, with few exceptions, has fallen in line with this policy (Iserbyt Deliberate 19-26, 92-94). Public education was designed specifically to diminish a student’s capacity for critical thinking, to cause illiteracy, to stifle creativity, discourage a desire to learn, and to stamp out the spirit of independence, as such, may lead to undesired outcomes in the agenda for, what Wilson called, the New Age, (Iserbyt, Sovereign Pt5, :08). This design stands and the state of education in America today serves as ample testimony.During the 20th century, a network of corporate foundations, university, education, and psychology departments, educational accrediting boards, and government agencies arose to oversee implementation of the blueprints for this ambitious social engineering project.
These entities include such organizations as the Rockefeller Foundation, the Carnegie Foundation, the U. S Department of Education, the National Education Association and National Training Labs, to name a few (Murray Real 84-86, 92).The efforts in this regard have been fruitful to say the least. Some of the techniques adopted by public education to meet this end are listed in John Gatto’s book, The Underground History of Education, below I have listed only a few. •Emphasize rote memorization and getting the “right” answer over ability to use knowledge to solve problems and to gain a greater understanding of how the world works.
•Present each course as a subject disconnected from other courses and with little relevance for daily life. This principle is a key ingredient in the Prussian formula for creating a society stratified by caste – compartmentalized knowledge and expertise so that only broadly educated administrators at the top of the pyramid, less than 1% of the population, understand the big picture. ) The Prussian model was consciously modeled after that of ancient Sparta; the Hindu system of caste segregation has been maintained by a similar compartmentalization of mass education for the lower castes.
Present subjects in short 50-minute segments with bell-ringing to signify time to stop, instilling in students the ability to drop their interest at a moment’s notice. (Much as television has led to a 30-minute attention span – if a problem can’t be solved in 30 minutes, it is “impossible”. ) •Fill the school day with long stretches of tedious drill, standing in lines, and dealing with boring administrative procedure – with the purpose of teaching students to tolerate mindless bureaucracy. Several students and parents at my local public school system have estimated that the actual substance of what is taught each day could be accomplished in less than 30 minutes. ) •Teach students that their place in life is determined by numbers – test scores and rankings – not by the unique qualities of their individual accomplishments. •Force students to read books and to pass multiple choice tests about these books, transforming what would normally be pleasurable and self-motivated activity into drudgery.
A former librarian at my local high school observed that most of the faculty did not even read one book per year, even though she pleaded with them to read specific books she thought would be relevant to their classes. Once, her book acquisitions for the library were found hidden inside the principal’s closet – his excuse was he thought the books were too controversial and would require the students to think too much. •Fill up the students’ schedules with so much meaningless drill and activity that any time for family life, personal privacy, or independent experience is squeezed into oblivion, leaving the public school as students’ primary “nanny” by default – along with the ubiquitous television and its varied forms of mind control. These techniques have undoubtedly reaped their desired results.During the first 100 years of American History, when public education was largely unavailable and certainly not required, an estimated 98%, not including the slave population, who were strictly prohibited from obtaining an education of any kind, were not just literate, but amply so. Popular literature of the period, including The Selling of Joseph, by Samuel Sewall, The Good Old Way, by Cotton Mather, or William Howell’s A Hazard of New Fortunes were enjoyed by nearly the entire population, People read for pleasure, there were no televisions to watch nor video games to play.These books, however, enjoyed by our forefathers and fore mothers, contained such complexity of though and intricate sentence structure, that they would be scarcely within the realm of discernment for the average college graduate today (Sowell. Inside 18-24).
In the 1920’s one can begin to observe a significant decline in literacy rates among Americans from an estimated 98% to 90%, which, oddly enough, coincides with the tail end of the Wilson administration. During the 1930’s, we saw the greatest expansion of public education up to that time.By 1940 literacy rates fell to 80%(Gatto Underground 162). By the time of the Vietnam War, literacy rates had fallen to 73% and of that group, 43% could not comprehend the average newspaper article and could not write coherently without some manner of assistance (210). By 1993 the National Adult Literacy Survey Determined that only 3.
5% of the adult population in America possessed literary skills adequate for participation in traditional college studies, compared to 30% in 1940 (232). And now, in 2008, we need only make a visit to YouTube. om to watch Miss South Carolina, Lauren Katlin of the Miss Teen USA pageant, display the sad state of affairs in American education today. Certainly, there are mechanisms in place capable of dispelling the information I have disclosed here and in fact, the U. S. Department of Education officially denies that such is the case.
It is easy enough for them to do; they have limitless resources and a multitude of spin doctors at the ready well able to convince the general population of the marvelous advancements occurring in American education and to dispel any rumors of an agenda to the contrary (Iserbyt, Sovereign pt 7 2:36).But the proof is irrefutable when you are able to speak one on one with your average twenty-something product of our fine educational establishment. People laugh at Laura Katlin, but it is no laughing matter; she, like the rest of us, is a victim of an unseen coup, for which there really is no longer anything that can be done to remedy. A logical person will say that private schools are the answer, others will say that home schooling is the remedy, but this is simply the case no longer.The Federal Government has extended the tines of its trident into the remotest of educational hubs, once though independent of “the system”, mandates that students at private schools meet the same requirements of those attending public schools.
America has all but been left for dead and our brains are not capable of grasping it, leaving only the conspiracy and the agenda to bare. They did it to us, largely, through the public educational system, and left us little mind to comprehend it.