No Need To Be Reptilian To Feed On Children
... unless these all were/are shapeshifters:
The Untold History of Modern U.S. Education: The Founding Fathers
January 28, 2014 |By WakingTimes
Jamie Lee, Contributor Waking Times
“Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half-truths, prejudices, and propaganda. At this point, I often wonder whether education is fulfilling its purpose.
A great majority of the so called educated people do not think logically or scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us the objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education.
Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction. The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society.
The most dangerous criminal may be the man gifted with reason, but with no morals.”
-Martin Luther King Jr.
Compared to 40 other modernized countries, the United States currently ranks 17th in literacy, 17th in math, 21st in science out of 40 according to the recent report put out by the Organization for Economic Co-Operation and Development (OECD). The United States has fallen to rank 49th in life expectancy of 120 countries while maintaining the dubious rank of being number one in incarcerations, military spending, childhood obesity, hours of television watched, student debt and the highest national debt any country has ever incurred in history.
These continual poor performance rankings persist despite spending more on education than any other country with the exception of Switzerland, who ranks in the top five in education.
Currently, only 64% of students who begin college graduate within six years. Those who do graduate have collectively amassed over one trillion dollars in long term student debt. It is of no surprise that over 72% of students who have finished college in the past three years have moved back in with their parents. Additionally, young adults between the ages of 18-26 also have the highest unemployment rate in this country putting further strain on middle class families.
The U.S. tops the world list in 2010 in spending $860 Billion dollars on public education which is a 30% increase from the $660.5 Billion spent in 2000. All of this increase has come from the Federal level while in the same period state and local government spending has been relatively flat, between $28-29 Billion per year. So if hundreds of billions has been spent on public education over the past decade by our Federal government then why are schools so desperately in need of more funds and we are seeing staff size being reduced across the country in our public schools?
*****
Much of the blame for the failure in our public schools has been unfairly placed on local staff and educators. What few outside the public school system realize is that more and more of what material the educators can teach and how they must instruct to achieve standardized national test scoring is tied to the schools receiving critical funding each and every year.
School administrators spend copious amounts of time and energies applying for grants and reviewing, comprehending and complying with yearly changes in federal and state codes and regulations while annually having to pink slip staff each Spring not knowing how much funding will be cut the following school year.
Since 2004, federally directed programs like President Bush Jr.’s “No Child Left Behind” (NCLB) and President Obama’s “Race to the Top” (RTTT) have married critical public school funding to school average test score performances. The governments stated goals of these programs was to get a national standardized education performance system in place set to a standard benchmark as well as to develop a one-size-fits all nationalized education system so that if a family relocated to another state the curriculum and testing would be equalized and consistent.
Teachers and administrators across the nation who fall below this federally mandated benchmark and then fail to show significant improvement in their schools annual yearly performance are threatened with the loss of their jobs and reduced school funding. The benchmark set by NCLB was determined by a formula known as Adequate Yearly Progress (AYP). By 2010 the national failure rate was over 50% with Florida ranking the worst at 89% and California towards the low end at a 26% failure rate. Principals and teachers were put on notice that if the numbers did not come up to benchmark standard, their jobs could be in jeopardy.
While public media hails each new Presidential educational initiative, over the past few years our public schools are quietly being foisted with a new business global educational “product” called Common Core (CC). Common Core is a subsidiary of Core International, a publicly traded (only on the India Stock Exchange) IT tech company based out of India. Over the past five years CORE International has been the fastest growing company in India with an amazing annualized 52% growth rate in net income.
*****
Very few have any idea how our modern public educational system was born as to who drafted, funded and designed our current education system and what their stated plans and goals were for public education. Many feel that given the amount of money we spend on public schools that we should be producing much higher quality students that are equal to, or superior to, education in other countries. Yet that was never the intention of the original framers of our education system, as you will read below. In fact the system is working exactly as these few men of enormous wealth had planned it all out nearly a century ago.“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 men of learning or philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters, great artists, painters, musicians, nor lawyers, doctors, statesmen, politicians, creatures of whom we have 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.In the dawn of the 20th century a revolutionary new Industrialized Society was in the process of forming. Only a very few men began to make vast fortunes in the fields of coal, steam, oil, transportation and finance as Man’s ability to mass harvest Nature’s resources through advancing technological engineering created overnight Oligarchists.
~ First mission statement of the J.D. Rockefeller-endowed General Education Board in 1906
No one amassed more wealth more quickly than J.D. Rockeller through his oil interests. In the early 1900’s he amassed the equivalent of $663 billion in today’s dollars. Other emergent industrialists created great wealth for themselves with legendary names like J.P. Morgan, Carnegie, Mellon, Guggenheim, Vanderbilt, Peabody and Ford. Today we know them by the foundations they created, totaling over $550 Billion in todays dollars, and by their vast corporate holdings and businesses (Chase Bank, Ford Motor Company, J.P. Morgan Bank, Rockefeller Center, Carnegie Hall, etc.).
With their incredible sudden wealth also came enormous tax bills. Their solution was to create for themselves, with the help of bought politicians, tax-exempt non-profit organizations or NGO’s. In 1900, there were 21 corporate NGO’s and by 1990, some 50,000 had spawned. Through the creation of the NGO’s not only could they shelter wealth but were also able develop a new science called “Scientific-Social Engineering” to influence federal, state and local politicians and the public at large for their own wishes,desires and needs.
Through newly created social propaganda campaigns, created by the likes of Walter Lipmann and Edward Bernays, the Fathers of Marketing and Propaganda respectively, they were able to regularly sell the public at will on the idea that their NGO’s were solely philanthropic and for the good of all.
In his book, “PR! A Social History of Spin”, Stewart Ewen writes:“Novel strategies of social management and the conviction that a technical elite might be able to engineer social order were becoming attractive…Accompanying a democratic current of social analysis that sought to educate the public at large, another – more cabalistic – tradition of social-scientific thought was emerging, one that saw the study of society as a tool by which a technocratic elite could help serve the interests of vested power.”These ‘Titans of Industry’, as the PR men dubbed them, were at the top and the planned to stay at the top for generations to come. Their strategy was to keep the working middle class from ever rising to power through controlling of the public education systems in the United States. When you are at the top you spend a lot of time and money making sure you stay at the top and the last things these Robber Barons would allow is for the uprising of the middle class into their hierarchy.
With such large controlling wealth through their foundations came a resilient web of many useful ‘friends’ in the politically arena and in business. With connections in banking, Wall Street, law firms, media executives and proprietors along with behind the scenes PR firms they could ensure any type publicity and financial backing they wished including the masking of their true agendas. Through the largess of their foundations the Rockefellers, Carnegie, Mellon, Vanderbilt, Morgan and Guggenheim Foundations colluded to begin the process of designing our current public education system
****“The ability to deal with people is as purchasable a commodity as sugar or coffee and I will pay more for that ability than for any other under the sun”. John D. RockefellerIn 1905 J.D. Rockefeller kick-started the creation of the General Education Board (GEB). Rockefeller alone, with 1905 dollars, initially gifted $1 million dollars, then increased it to $10 million in 1907, later a further sum of $32 million and through subsequent decades granted some $7.5 billion. With significant money buys significant influence and loyalty.
In 1913, the Sixty-Second Congress created a commission to investigate the role of these newly created NGO foundations. The commission after a year of testimony concluded:“The domination of men in whose hands the final control of a large part of American industry rests is not limited to their employees, but is being rapidly extended to control the education and social services of the nation. The giant foundation exercises enormous power through direct use of its funds, free of any statutory entanglements so they can be directed precisely to the levers of a situation; this power, however, is substantially increased by building collateral alliances which insulate it from criticism and scrutiny.”The Guggenheim Foundation agreed to award fellowships to historians recommended by the Carnegie Endowment. Gradually, through the 1920′s, they assembled a group of twenty promising young academics, and took them to London. There they briefed them on what was expected of them when they became professors of American history. That twenty were the nucleus of what was eventually to become the American Historical Association. The Guggenheim Foundation also endowed the American Historical Association with $400,000 at that time.
By 1950 the Rockefeller Foundation endowed Columbia Teachers College in New York City, formerly named the Russell’s Teacher College, produced one-third of all presidents of teacher-training institutions, one-fifth of all American public school teachers, and one-quarter of all superintendents.
J.D Rockefeller and family additionally funded and founded the University of Chicago, Rockefeller University (which focused on offering only postgraduate and postdoctoral education), the Rockefeller Institute for Medical Research, Johns Hopkins School of Public Health, Harvard School of Public Health as well as the Rockefeller University Press.
They also controlled, and continue to maintain ownership control in, school textbook companies and scholastic literature copy rights used in the public school systems thus being able to direct the historical narrative used in schools through Guggenheims American Historical Society.
Additionally, through use of political favors and influence as well as the structuring of public educational taxes through property ownership, these few NGO Foundations were able to mold educational policy and control the flow of funds to school districts and community colleges at the Federal levels.
*****“For more than a century ideological extremists at either end of the political spectrum have seized upon well-publicized incidents such as my encounter with Castro to attack the Rockefeller family for the inordinate influence they claim we wield over American political and economic institutions. Some even believe we are part of a secret cabal working against the best interests of the United States, characterizing my family and me as ‘internationalists’ and of conspiring with others around the world to build a more integrated global political and economic structure–one world, if you will. If that’s the charge, I stand guilty, and I am proud of it.“ - David Rockefeller from his autobiography entitled “Memoirs” pgs. 404 & 405.At the same time as Henry Ford was developing the assembly line for mass quantity automobile production, J.D. Rockefeller was extracting and selling ever greater quantities of oil to be used in automobiles. It is a little known fact, possibly due to Rockefeller’s influence as to our U.S. history, that the first Model A’s and T’s that came off the Ford assembly lines had a simple switch where the autos could run on either alcohol or gasoline. This was because at the time, in the early 1900′s, we were and Agrarian Society, with few gas stations across the country. Ford’s cars allowed drivers to be able to get alcohol fuel* from farms across the country.
When J.D. Rockefeller could not convince Mr. Ford to produce his cars to run only on oil, he along with Joseph Kennedy, (JFK and RFK’s Father) manufactured the era of Prohibition in the 1920′s so that every new car would be forced to run on his oil and he used his newly created PR firms to sell the country that Prohibition was solely a social issue.
In 1936, Rockefeller’s Standard Oil of California, Firestone Tires, General Motors and Mack Trucks created the fictitious ”United Cities Motor Transport Company” which succeeded in buying up most electric trains in cities from Seattle to Philadelphia so that everyone would then have to use personal automobiles for transportation. (A good documentary of this revisionist history can be found in the movie “Taken For A Ride”.)
*****
Full (long) article: http://www.wakingtimes.com/2014/01/2...nding-fathers/
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A big thanks to this author for having painstakingly dug up the past!
Although quite a comprehensive article, it seems the author left out the continuous generation by "Big Pharma" of life long customers starting with psychotropic drugging of 'em -- our kids -- in kindergarten... but that's "current" and not yet belonging to "Archeological digs."
* "Hemp" was made illegal to grow from that very same rationale....
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