A brief look at the education systems

Introduction

Compulsory state education systems are generally a recent phenomena in terms of known human history. In the past, people usually educated their children in whatever manner they chose and the matter was no concern of the state.

In ‘The Republic’Plato popularised the concept of compulsory education in Western intellectual thought. Plato may well have had in mind Sparta which took boys at age seven and segregated them in the Agoge system in which they lived communally in a ‘dog eat dog” world and studied physical and weapons training, and reading, writing, music and dancing until age 18. Girls may well have had a similar though less vicious system.

The Talmud (tractate Bava Bathra 21a) praises a sage Joshua ben Gamla with the institution of formal Jewish education in the 1st century AD. Ben Gamla instituted schools in every town and made education compulsory from the age of 6 or 7. Prior to this, parents in Judea taught their children informally. Arguably then, today’s Jews have been formally and compulsorily indoctrinated for far longer than other peoples.

The Aztecs (14th to –16th centuries AD) had one of the first compulsory educational systems. Until the age of 14, the education of children was in the hands of their parents, but supervised by the authoritiesof their calpolli. All boys and girls were then required to attend school at age 15 .

The secret of American schooling is that it doesn't teach the way children learn -- nor is it supposed to. Schools were conceived to serve the economy and the social order rather than kids and families -- that is why it is compulsory. As a consequence, the school can not help anybody grow up, because its prime directive is to retard maturity. It does that by teaching that everything is difficult, that other people run our lives, that our neighbors are untrustworthy even dangerous. School is the first impression children get of society. Because first impressions are often the decisive ones, school imprints kids with fear, suspicion of one another, and certain addictions for life. It ambushes natural intuition, faith, and love of adventure, wiping these out in favor of a gospel of rational procedure and rational management.

In truth the highly educated US population in 1900 was a tribute to the vitality and drive of ordinary USans rather than their leaders. For instance it is not generally understood that the libertarian streak in the US was not endorsed by many key figures in the Revolutionary period and later community leaders. For instance Benjamin Rush, a physician and signer of the Declaration of Independence, was an early proponent of state control of education." In 1786, Rush devised a plan for public schools in Pennsylvania. He wrote:

‘It is necessary to impose upon them [children] the doctrines and discipline of a particular church. Man is naturally an ungovernable animal, and observations on particular societies and countries will teach us that when we add the restraints of ecclesiastical to those of domestic and civil government, we produce in him the highest degrees of order and virtue.’

Between 1906 and 1920, a handful of world famous industrialists and financiers, together with their private foundations, hand picked University administrators and house politicians, and spent more attention and more money toward forced schooling than the national government did. Andrew Carnegie and John D. Rockefeller alone spent more money than the government did between 1900 and 1920. In this fashion, the system of modern schooling was constructed outside the public eye and outside the public's representatives. Now I want you to listen to a direct quote, I have not altered a word of this, it's certainly traceable through your local librarians. From the very first report issued by John D. Rockefeller's General Education Board -- this is their first 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 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, (he's really covering the whole gamut of employment isn't he?) statesmen, politicians, creatures of whom we have ample supply (whoever the pronoun we is meant to stand for there). The task is simple. We will organize children and teach them in an perfect way the things their fathers and mothers are doing in an imperfect way".

A similar view of the power of philanthropy was expressed by Board trustee Waiter Hines Page who later became editor of the Atlantic Monthly, ambassador to Great Britain, and early advocate of America's entry into World War I) when he told the first executive secretary of the Board, Wallace Buttrick:

'...the world lies before us. It'll not be the same world when we get done with it that it was: before: bet your last penny on that will you!'

John D. Rockefeller, Jr., and Gates sought more effective ways of investing the Rockefeller fortune towards, in Fosdick’s words “this goal of social control”. ‘These men … conspired to control American education while buttressing the Rockefeller fortune against all attacks, ensuring that their autocratic views would prevail. With the General Education Board, Rockefeller's "education trust," a virtually unlimited source of funds was to be made available to the Wundtian psychologists' ambitious designs on American education.’

The real purpose of modern schooling was announced by the legendary sociologist Edward Roth in his manifesto of 1906 called SOCIAL CONTROL. Your librarian will easily be able to get a copy of this book. In it Roth wrote, (I am quoting) "plans are underway to replace family, community and church with propaganda, mass-media and education (of course he meant schooling)...people are only little plastic lumps of dough". Another insider, H. H. Cadard, chairman for the Psychology Department at Princeton, called government schooling approvingly -- "the perfect organization of the hive with the anthill". Cadard wrote further, "standardized testing would cause the lower classes to confront their biological inferiority, sort of like wearing a dunce cap. In time that would discourage reproduction of the ants on the anthill".

John Gatto is the former New York State Teacher of the Year who renounced the government school system in his landmark book DUMBING US DOWN. He is constantly in demand as a public speaker.

This was the openly admitted blueprint for the public schooling system, a blueprint which remains unchanged to this day. Although the true reasons behind it aren’t often publicly expressed, they’re apparently still known within education circles. Clinical psychologist Bruce E. Levine wrote in 2001:

From wikipedia: „TheNo Child Left Behind Act of 2001 (NCLB)is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government's flagship aid program for disadvantaged students.“

Eight legislative generations before NCLB, Washington first ventured into local school policy with the Elementary and Secondary Education Act of 1965 (ESEA). The 31-page, $1 billion Great Society program funded low-income districts in an effort to close the achievement gap between needy students and their peers. Nearly a half-century later, the situation is little improved.

What has changed is the federal role. ESEA is the centerpiece of that role, the largest—though not the only—federal law applying to K-12 education. After eight re authorizations, the law is now known as No Child Left Behind. It runs 600 pages and carries an annual price tag to taxpayers of about $25 billion.

Jan Amos Komensky, "thinker, philosopher, writer, educator." He lived in Prague during the early 17th Century, and elsewhere in exile. Is he a precursor of more modern-day Montessori teaching methods? It appears so.

Komensky was a man of many roles. He was a Protestant Czech Brethren priest, based on teachings of Jan Hus- first church reformer, married, with children; several times, with deaths and plague taking toll. Finally fled Prague and hid in Bohemia, when the strict re-catholicization ordered from Vienna reached the Czech nation. The Unity of Czech Brethren had influenced Martin Luther in Germany, Komensky had studied at Heidelberg, and Komensky went into exile.

Komensky's dominant legacy is educational:

1, a new system of schooling, "Schola ludus," or school through play; no rigidigy

2, a text for teaching Latin to children, "making it more attractive," and

3, a systematic, scholarly work for preschool work with very small children - "School for Infancy-" apparently the world's first.

4, world improvement ideas - "The Labyrinth of the World and the Paradise of the Heart," proposing "a regular dialogue between nations" - a concept later founding The United Nations.

5, an encyclopedia - "Orbis Pictus." It was still being used in the 19th Century. Illustrations for text.

Thanks to Iron Curtain and fact that communists did not cooperate with world's lead industrialists school system stay in Czechoslovakia the same as was at the beginning of the 20th century with reflexions of progression in development.

Pre-school was as used to be in 'ol america: toy play and no tests to enter 1st grade. So in 1st grade kids learn alphabet, numbers, read and write and this gradually rise. Teaching was logic oriented.

American system is pushy whoa system. Start too, early in pre-school, and too much from beging. It seems like shock wave. And then looks like a picture cut to many the same size pieces and then randomly put together. One illogical think which is adding heat to misery is American measurement. Metric is logic and all is based on how we count money. The problem with American system is that units are not compatible up and down and between length/ square/ volume. And all are not compatible with calculator since neither of units are in 10th.

After elementary school there are 2 lines. 1st line is for those who did not do well in elementary: Schools of trade's. There study future car mechanic, chef's, waitresses, construction workers and so on. After 3 years students got certificates so they kids are certified and ready for life without out of pocket.

2nd line is high school, which are specialized as well: engineering, health care-nurse, electric, economy-administrative. Students on high school were being prepared for college, but also graduate with certificate like registered nurse, pre-school teacher, engineering professions, construction. But they were trained to be leaders, not just workers.

As you can see, I am not focused on performance like math etc, but I pay attention how are kids prepared for life. After spent 4 years at high school they start looking for certification with out of pocket money. This is real goal of Rocky and his circles and this why they designed education system as is. They profit from it, no doubts.

The internationalist change agents must abolish local control (the "Thesis") in order to restructure our schools from academics to global workforce training (the "Synthesis"). Funding of education with the property tax allows local control, but it also enables the change agents and teachers' unions to create higher and higher school budgets paid for with higher taxes, thus infuriating homeowners. Eventually, property owners accept the change agent's radical proposal (the "Anti- thesis") to reduce their property taxes by transferring education funding from the local property tax to the state income tax. Thus, the change agents accomplish their ultimate goal; the transfer of funding of education from the local level to the state level. When this transfer occurs it increases state/federal control and funding, leading to the federal/internationalist goal of implementing global workforce training through the schools (the "Synthesis").

Regarding the power of gradualism, remember the story of the frog and how he didn't save himself because he didn't realize what was happening to him? He was thrown into cold water which, in turn, was gradually heated up until finally it reached the boiling point and he was dead. This is how "gradualism" works through a series of "created crises" which utilize Hegel's dialectical process, leading us to more radical change than we would ever otherwise accept.

In the instance of "semantic deception"-do you remember your kindly principal telling you that the new decision-making program would help your child make better decisions? What good parent wouldn't want his or her child to learn how to make "good" decisions? Did you know that the decision-making program is the same controversial values clarification program recently rejected by your school board against which you may have given repeated testimony? As I've said before, the wagers of this intellectual social war have employed very effective weapons to implement their changes.

Tax system in USA is outdated and with 50,000+ pages there is no person who read it all and understands how it all works. Too complicated. USA belongs to highest taxing countries on the world- income, school, property, sales, education, health care, fees- but Americans get not much back of it.

First thing what is easy change. Let them, for now, collect school tax. But this tax in district must be split by kids-recipients and those money should go to the school assigned by parents. No matter where the school is, even on other side of the country. Big plus is, that people who have houses in different jurisdiction will get some money back.

Let public schools compete for students on open market.

American system create over education. Majority position where is required college could be sited by high school graduates as it was in communist's Czechoslovakia. Commies did not have enough money to feed unnecessary stuff.

College pressure, by Architects of deception, results in:

1, shorten productive life, countries exchange it with unemployment

2, create student debt

3, since are so many it is actually worthless

The story of education in former communist Czechoslovakia have not have happy end. After 1989 Velvet revolution internationalists showed up with changes. After 23 years of rampantly corrupted democracy people in Czech republic, today member of EU, gave 21% of votes to Communist Party. After all political correctness and conspiracy theorism were exposed as to be truth it is time for change.

The report to the European Commission entitled "Transatlantic Co-operation in International Education: Projects of the Handswerkskammer Koblenz with Partners in the United States and in the European Union" by Karl-Jurgen Wilbert and Bernard Eckgold (May 1997) says in part:

In June, 1994, with the support of the Handswerkskamer Koblenz, an American-German vocational education conference took place...at the University of Texas at Austin. The vocational education researchers and economic specialists...were in agreement that an economic and employment policy is necessary where a systematic vocational training is as equally important as an academic education, as a "career pathway."...The first practical steps along these lines, which are also significant from the point of view of the educational policy, were made with the vocational training of American apprentices in skilled craft companies, in the area of the Koblenz chamber.