The Unraveling of American Public Education
- Wednesday, September 26, 2012
In France during the late eighteenth century, a struggle began between those who supported the American style of education and those who supported the Prussian (pre-German) style of education.12 American schools were largely autonomous from federal government, being controlled by the people through the establishment of local school boards.13 German-style Prussian schools were directly adopted from the Prussian model that was designed to produce an orderly, scientific society which would be easily controlled by the “best” people. Forced schooling was first introduced into Germany to effectively kill democracy.14 Darwin’s philosophy of the survival of the fittest gave birth to evil philosophies of obtaining a pure super race through the annihilation of people with “unwanted” genetic traits. Schools would be the necessary breeding ground to change the beliefs of the next generation and help leaders implement their evil plans.15 Hitler began his indoctrination of the education system in Germany in the early 1900s.16
In the mid-1900s, Horace Mann established the state board of education, training institutes for teachers, a longer school year, and public funding for salaries, textbooks, and school construction.17 He was the most influential voice heard as the United States’ reading instruction methodology was “reformed.” In his 1843 report to the Boston School Committee, Mann strongly recommended that school boards stop using the traditional phonetic system and follow a model structured after the Prussian hieroglyphic-style technique.18 Horace Mann urged that reading needed to be taught beginning with entire words, better known as sight reading, instead of using phonics to teach students how to read. Mann implored the Board to create professional teacher standards and systematic curriculum just like those found in the Prussian schools. Sadly, a historic part of American genius was that children learned to read very well, but after reading instruction was redesigned, literacy rates began to decline rapidly.19
Unseen by most, the true molders of modern schooling in U.S. education were the powerful, wealthy tycoons of American corporations. Without Andrew Carnegie, J. P Morgan, J. D. Rockefeller Sr., and Henry Ford, mass schooling of the young by force would never have become a reality.20 Andrew Carnegie, a Darwin enthusiast, was a forceful proponent of implementing a planned economy and society that would be reunited with Great Britain.21 J. P. Morgan, banking and Federal Reserve mogul, worked resolutely for the restoration of class systems in America and worldwide sovereignty of Anglo-Americans. J. D. Rockefeller Sr., the principal stockholder of U. S. Steel, supported measures to dumb down curriculum as a means of effective mind control of America’s youth.22 Shockingly, Henry Ford’s methods of mass production, which created menial jobs for assembly line workers, gained him friendship and accolades from Hitler and Lenin.23
Early in the twentieth century, John Dewey expanded use of schooling to shape children’s psychological, physical, and social development—even reaching outside of the schoolroom—abdicating parental authority and responsibility.24 Ellwood Cubberley applied industrial management theory to develop a national standard of a hierarchical, professionalized school leadership model. In 1956, Benjamin Bloom formed the first standardized teaching objectives, mandating curriculum to follow three specific levels of learning identified as cognitive, affective, and psychomotor.25 His methodology is considered the standard by which teachers write lesson plans for their students.26 Government schooling, which is designed to occupy the students’ time for seven to eight hours a day for thirteen consecutive years (kindergarten through twelfth grade), is dehumanizing and mind numbing for the majority of American citizens. Youths who had previously received training through apprenticeship opportunities in their early teens now had to endure an extended childhood and were prevented from beginning their working lives until their ability to think as independent producers could be worn down.
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