History of Public Education

 

History of Public Education

Aristotle said, “If you would understand anything, observe its beginning and its development.”

We can understand the tragedy of American education by looking at three distinct periods:

1. Colonial times to 1840
2. 1840 to WWI
3. WWI to present

Let’s look at the distinguishing marks of each.

1. Colonial times to 1840

Calvinistic ethic ruled society; God was omnipotent and the sovereign upon Whose law the republic was based: unalienable rights came from Him alone and government existed for the purpose of protecting Life, Liberty, and Property. There was a strong sense of RIGHT and WRONG; there were absolutes. Children went to school to learn to read the Bible so they could be obedient to their King (capital /k/) and serve their fellow man with a cheerful heart. It was a good time to be an American child in school.

 

2. 1840 to WW1

Let’s start with Georg Hegel, a German philosopher who lived from 1770 to 1831. Hegel taught something called the dialectic, which was a psy-ops technique of dissolving opposition and reaching consensus. You might recall hearing the terms Thesis, Antithesis, and Synthesis (or more recently termed problem, reaction, solution).

In the churches, Hegelian philosophy crept in under the disguise of a new religion, Unitarianism. Unitarianism and Hegelian dialectic got along just fine, because both are based on atheism. This aberrant thought began to destroy the sovereignty of God in the churches, and to destroy the republic in the halls of the state and federal legislatures. As people unknowingly switched gods and embraced atheistic humanism and its evolutionary presuppositions, they concurrently exchanged their unalienable, sovereign individual rights for collective statism. With new gods and with a democracy instead of a republic, came the need for new education of the masses that would be compatible with the desired outcome. There are only two possibilities in government: either the state serves the people (republican form) or the people serve the state. These two ideas are forever at war. As Cecil B. DeMille asked at the beginning of his movie, The Ten Commandments, “Are men the property of the state, or are they free souls under God?” A nation’s educational system will reflect the answer to that question.

Now, enter Horace Mann, around 1840. Mann was a Massachusetts politician who believed that the Prussian model was what was best for America.

To understand American education today, you must understand the Prussian school. Prussia was an area that no longer exists today, but at one time it was a kingdom that took in parts of modern-day Germany, Poland, Russia, Lithuania, Belgium, Denmark, and Czech Republic.

King Frederick the Great ruled Prussia from 1740-1786 and wanted to create a schooling model that did not endanger his kingly power because “too expansive a course in instruction will awaken the spirit of ability within them.” His methods were severe. Children were depersonalized and isolated from each other at an early age. Seated in rows, they were easily silenced, controlled, and forced to engage in rote tasks whose sole purpose was to inculcate obedience. Taught fragmented subjects that deprived them of context and perspective, their thinking was intentionally and systematically stunted.

King Frederick’s educational ministry operated like his national strategy – submission, total control of choice and knowledge, ensuring his position as sole decision maker and consolidating imperial power. Children were trained to serve the king, lower case  /k/.

Historians say of this system:

“The Prussian citizen cannot be free to do and act for himself; that the Prussian is to a large measure enslaved through the medium of his school; that his learning instead of making him his own master forges the chain by which he is held in servitude; that the whole scheme of the Prussian elementary school education is shaped with the express purpose of making ninety-nine out of every one hundred citizens subservient . . . The elementary schools of Prussia have been fashioned so as to make spiritual and intellectual slaves of the lower classes.”

Perhaps the greatest legacy of the Prussian model was the creature known as an Educrat.

If you have children controlled by fear, isolation, and monotony, you must have teachers capable of imparting those qualities and subjected to the same manipulation. Teacher colleges were begun to create this new type of change agent.

“To staff King Fredrick’s newly created Prussian schools, a novel sort of teacher was needed. Unlike centuries of teachers before them, these teachers were to operate under the tight constraints of the imperial bureaucracy. Now a cog in the large state-operated machine, the teacher’s role was drastically redefined. No longer an inspirational mentor or wise sage, the Prussian teacher was the first of a new breed—an educrat. Just like their students, Prussian teachers became widgets, standardized and replaceable. Stripped of the ability to make decisions, teachers operated under the same rules King Fredrick set out for all of his officials:  "You have no right of initiative whatever”. Part of an elaborate hierarchy of teachers, principals, superintendents, and other ministers, pedagogues were continually micromanaged, evaluated, observed, and assessed. This created an atmosphere of constant fear. The students feared the teacher, who in turn feared the principal, who in turn feared the superintendent, who in turn feared his supervisor, up until the King.”

And that, my friends, is the system that Horace Mann delighted to foist upon America. How ironic that he and his wealthy, autocratic, self-serving compatriots were more than willing to make slaves out of an entire nation, but within two decades would be killing other Americans to allegedly end slavery.  We might find ourselves agreeing with Hamlet’s Polonius, 'Tis too much proved--that with devotion's visage and pious action, we do sugar o'er the devil himself.

While the Prussians sought to deprive the individual of his freedom for the good of the crown, in the United States the good of society became the altar upon which personal freedoms were to be sacrificed.

3. The Third Period, WWI to Present, the Progressive era, Communitarianism

Hegel’s dialectic idealism (thesis, antithesis, synthesis – used to change traditional values) rapidly progressed into dialectic materialism, or the denial of the existence of the soul (the world is only what you see, the material in front of you). What was hinted at in the previous era was blatantly proclaimed by the Progressives: Man is an animal. Man has no soul.

In fact, the presupposition that man is an animal actually became integrated into American law. After 65 years or so of Hegelian indoctrination, the legislators had also become infected with the venom of humanism.  In 1906, the Pure Food and Drug Act contained four words which officially destroyed the foundation of American jurisprudence: this new law applied to “man or other animals.” “Other”? This insidious dagger of treason never would have gotten past Jefferson or Madison.

The Unitarian, atheistic theology of the Hegel era gave way to behavioral psychology of Progressive education. The Prussian robot of the previous time became today’s disabled, dependent student who cannot think for himself, who is labeled with a plethora of mental disorders, who is medicated for the crime of being a child.

John Dewey, known as the Father of Progressive Education (and by the way, the co-author of the Humanist Manifesto, the “bible” of the atheists), sought to destroy the nemesis that stood in the way of these atheists’ victory: the individual mind that could read and argue against their false logic. In fact, Dewey said that reading at an early age was a “perversion” that needed to be reformed. Under the pretense of new and improved methods of teaching reading, Dewey’s laboratory schools brought in Look-Say that taught sight words and whole words rather than teaching the sound-symbol relationship of the English language. By the 1950’s, some of the older seasoned and wary teachers would lock the classroom door and rebelliously teach phonics secretly instead of the new curriculum.  Study how the National Education Association has turned American schools into training camps for liberalism: Beneath the Union Label. 

John Dewey’s progressive education has been succeeded by a happier term, Communitarianism. Everybody’s for “community,” right? Wrong. Communitarianism is a blend of the atheistic Unitarianism that we saw earlier and the hardline Communism of Marx, Lenin, and Stalin.  Amitai Etzioni is the chosen one to perpetrate old lies on a new generation. Professor Etzioni taught sociology at Columbia University for 20 years, the very place where John Dewey’s accursed ideas were spawned.

Etzioni admits his satanic, anti-American, Hegelian plans for your children:

“Moral dialogues lead them to re-examine their beliefs, worldviews and prejudices and to recast them."

If you are thinking that maybe Communitarianism is linked to Common Core, you would be correct. The goals of both are exactly the same. The method of implementation, using the dialectic, is also used by both. Think of the entire world revolving around Common Core education. Bleak thought, isn’t it? 

Well, if you can’t teach reading and math facts, what DO you teach all day long?

You change values by changing feelings. Education in this era became “Affective.” I quote Benjamin Bloom, father of OBE:

"The purpose of education and the schools is to change the thoughts, feelings and actions of students." "....a large part of what we call 'good teaching' is the teacher's ability to attain affective objectives through challenging the students' fixed beliefs and getting them to discuss issues."

Here’s a concrete example of how the dialectic is done ~~~~~

 A 5^th grade teacher in Seattle told her class to complete the sentence, "If I could meet anyone, I would like to meet..." A little boy named Matt wrote: "God because he is the one who made us!" The teacher told him to add "in my opinion."

When Matt's parents visited the school, they noticed the corrections. "Why did you add this?" his mother asked.

"The teacher didn't want me to hurt other people's feelings."

"But these are just your wishes...."

"I thought so." Matt looked confused. Later, the teacher explained to Matt's parents that she wanted "diversity" in her class and was looking out for her other students. But why couldn't Matt share his views?

"I try to instill God's truths in my son," said Matt's father, "but it seems like the school wants to remove them." Why were Matt’s feelings less important than anyone else’s? Because Matt’s faith is a target of the dialectic. It’s really hard to understand how sentient adults cannot see the dialectic as the ultimate bullying.

Teach your kids to fight back. Tell them to stand firm on their beliefs, and if anyone says to add those three little words, IN MY OPINION, to their papers or their statements, then they need to recognize that their values are being assaulted. Hit hard with the truth: Say, “God’s Word is NOT opinion.” Study how the dialectic has infiltrated churches: The Dialectic & Praxis, by Dean Gotcher. 

What is the endgame? Worker zombies who not only do not question their slavery, but love it. Atheistic zombies who cannot argue against their slavery based on the value of individual life and man’s absolute right to glorify God with all that is within him and to walk in the Liberty that is his birthright.

Aldous Huxley revealed this goal in his book, Brave New World: "A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced because they love their servitude. To make them love it is the task assigned... to ministries of propaganda, newspaper editors and schoolteachers."

We now have voluntary servitude. It’s the law, The Edward M. Kennedy Serve America Act, as of 2009. This could not have happened without the foundation laid by Horace Mann and the adoption of the Prussian model. The republic is dead, my friends. Your Congressmen and Senators have become domestic enemies who have committed treason against the Constitution. Traditional American volunteerism from the heart of people who sacrificed out of love for God and their fellow man, has now been buried by Marxists in high places whom you elected.

If you read this law, you will see that there is a special focus on “seniors and veterans.” Of course. Old people who still have some semblance of real knowledge and who have actually read the Constitution and soldiers who may love the republic must be re-educated.

The psychologists thought of everything. They knew that, despite their best efforts, some of the slaves would not be content in their station. They would be restless and stir with that “independent wish” that Scotland’s bard Bobbie Burns spoke of. "If I'm design'd yon lordling's slave, By Nature's law design'd, Why was an independent wish E'er planted in my mind?

Enter: mood stabilizers, legal drugs, to help the animals love their chains. In a double twist of cruelty, have the behavioral psychologists recommend Ritalin or Paxil or Luvox for the students who are mentally crippled, frustrated, and kept ignorant by the curriculum that they themselves invented. Of course, the drugs have side effects like suicidal ideations or tendencies to violence. When they kill themselves or their classmates, see? we told you they were animals. 

So, your child doesn’t take drugs? Think again. Those Doritos, those Cheetohs, that Hidden Valley Ranch Dressing he loves so much?  Guess what: drugs. These are all laced with the neurotoxin MSG which reduces cognitive function, impairs motor skills, causes obesity, migraines, and pain. Food does not harm us, therefore, much of what is sold in the store is not food. Your child is being drugged. How about your water? Do you make his Kool-aid with tap water? Then he’s being drugged. Fluoride is a drug. Your municipal water has fluoride, your vegetables are sprayed with fluoride-based pesticide, your non-stick skillet outgases fluoride: tag, you’re drugged.

Solutions

If at all possible, homeschool. Do not place your child in the care of those charged with destroying his soul, no matter how nice the teacher is. She is a change agent. I have given you proof.  

Make sure your child is a proficient reader. Don’t trust the report card; read with him, have him read out loud to you, and find out for yourself. If she cannot read well, continue to read together, pointing to the words and saying the hard words for her that she does not know. Cultivate a love of learning and independence like schools did before Hegel and King Frederick got ahold of them.

Even if your child is not in public school, don’t think she is out of reach of the beast. The dialectic is everywhere: workplace, church, on the radio, the TV, the culture, their friends.

Do not succumb to the dialectic; stand firm on the fact that God’s Word and His truth are not opinion. Trust me, the facilitators will not know what to do with you. You will become the fly in the ointment, the cog in the wheel, the irritating splinter in their minds.

Do not let relationships trump the truth. You cannot be friends with evil. Salt water and fresh water do not mix.

Study the concepts introduced in this presentation and understand the unspoken intent; recognize the strategies and tactics that try to get your agreement to consent to evil.

Eat organic as much as possible. Drink pure water that does not have fluoride. Look to alternative healing methods when you are sick. Avoid prescription drugs as much as possible, including the 20-30 vaccines that break down a child’s immune system and make him chronically dependent on the medical complex.

Most of all, do not give up hope. You are not alone, though the beast would like you to think so. When we took our children out of school because of profanity that was being passed off as literature, the principal told me that in the many years that the book had been there, “no one else” had said anything and that I “was the only one.” Know what I said? “Shame on those other parents! It’s about time I came along!” She couldn’t get me out of her office fast enough. I had called her bluff.

May you, too, call the bluff of the educrats. May you also pray for them, and ask God to deliver them from the deception that is killing the American soul with every school day.