Satanists invert everything. In a satanic society, schools don't educate. They make the student stupid.
The Christian model is to attempt to raise everyone up. The Illuminati Jewish (i.e. Communist) model is elitist. Reduce everyone to the level of cattle, better to manipulate and exploit.
"In our dreams ... the people yield themselves with perfect docility to our moulding hands. ...We have not to raise up from them authors, poets or men of letters....The task we set before ourselves is ... to train these people as we find them to a perfectly ideal life just where they are." ("Occasional paper #1" Rockefeller General Education Fund" in Josephson, "The Strange Death of FDR" 1948, p. 69)
Don't kid yourself, their "moulding hands" will make the goyim insane as well as stupid. They will spread gender confusion, sex addiction (porn) and Satanism (through music, movies, TV etc.)
by William Jasper
(abridged by henrymakow.com)
In Crimes of the Educators: How Utopians Are Using Government Schools to Destroy America's Children, Samuel L. Blumenfeld and Alex Newman lay bare the rot that runs to the heart of Common Core.
However, this book is about far more than Common Core, which is but the latest iteration in a long line of revolutionary programs imposed through the government school system by the educational establishment to deconstruct America -- socially, politically, psychologically, intellectually, morally, and spiritually: look-say reading, the "new math," death education, values clarification, sex education, multiculturalism, sensitivity training, outcome-based education, etc.
Samuel Blumenfeld, left, (who died last June) and Alex Newman are eminently qualified as a team to tackle this important subject. Blumenfeld was one of America's most perceptive observers of education for more than four decades, authoring ten books on education, in addition to crisscrossing the nation many times on speaking tours. This present volume recapitulates much of the extraordinary research into the education dilemma that Blumenfeld first brought to the American public in the early 1980s with his books Is Public Education Necessary? and NEA: Trojan Horse in American Education.
MORE AT RISK THAN EVER
In 1983, the National Commission on Excellence in Education issued its shocking report A Nation at Risk: The Imperative for Education Reform. Among its most damning indictments, which Blumenfeld and Newman quote, is this alarming statement summarizing the dire reality of the statistical evidence: "The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people."
"If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today," the report continued, "we might well have viewed it as an act of war."
But the erosion and mediocrity were not the result of war by "an unfriendly foreign power." They were (and are) the result of war by an unfriendly domestic power, a subversive Fifth Column of socialist educators who detested America, its Christian foundations, and the American Founders' design of limited, constitutional government that thwarted their plans for social engineering and central planning.
Paranoia? Wild "conspiracy theory"? That's what those with a vested interest in perpetuating our nation's suicidal descent will say, of course.
However, the evidence assembled by the authors speaks for itself -- literally. Blumenfeld and Newman name names and provide copious documentation and quotes from original sources....
They prominently cite, for example, quotations from John Dewey, left, the "father of progressive education," a committed socialist and an ardent admirer of the Soviet Union, who targeted reading for destruction because it was too "individualistic"; it allows individuals to learn on their own and follow their own plans for their lives, independent of master planners such as Dewey & Company.
Dewey and his pro-Communist confreres at Columbia Teachers College, Harvard, and other centers of cultural subversion insisted that everyone (except themselves and their fellow elites, of course) must surrender his individuality in the interests of "the cooperative," "the community," the collective, the State.
Reading, therefore, had to be subverted. Phonics, which is the only logical way to teach an alphabetic system of language such as English, had to be replaced with a revolutionary "look-say" or whole-word method that would teach English as if it were a pictographic language like Chinese. This stood thousands of years of experience and history on its head.
Dewey realized that his revolutionary plan would have to be implemented patiently, gradually, over many years, to avoid arousing suspicion and backlash. He also recognized the need for lining up an authoritative phalanx of "experts" to give the appearance of scientific consensus.
In his essay "The Primary Education Fetish," which appeared in the Forum in May 1898, Dewey wrote:
Change must come gradually. To force it unduly would compromise its final success by favoring a violent reaction. What is needed in the first place is that there should be a full and frank statement of conviction with regard to the matter from physiologists and psychologists and from those school administrators who are conscious of the evils of the present régime.
Among the "evils of the present regime" Dewey decried and detested were personal independence, individuality, and the "endless drill" of phonics-based reading methods.
After reciting a lengthy litany of recent educational indicators cataloging our nation's precipitous descent, Blumenfeld and Newman again return to a hard truth that many Americans still do not understand and/or refuse to confront: intentional malice, treason, and conspiracy.
"All of the above is the lamentable story of the failure of our public schools to educate American children. Those failures are not the result of an accident," they write. "They are the result of programs created by the best-organized and best-paid educators on the planet."
"All of these programs that create failure were conceived to produce precisely the results we are getting," Blumenfeld and Newman note. "But why are American educators able to get away with these crimes? It's because Americans cannot believe that our professional and highly respected educators could be involved in a conspiracy to deliberately dumb down the nation. They recognize that we are indeed being dumbed down, but they don't blame the educators. They blame the children and the culture. In short, this conspiracy is protected by its incredulity."
The "educators" to whom the authors refer are not the ordinary classroom teachers, but the leading lights of the educational establishment at our most prestigious universities, think tanks, and government agencies.
The education establishment that the Deweyites launched has become, say the authors, "an asylum for the educationally insane. Once you accept their mind-set you enter a world of esoteric nonsense that only the inner circle of disciples can understand. To subject perfectly healthy, intelligent children to the teachings of these insanities is a crime."
Blumenfeld and Newman have performed a most vital service; this writer can think of no more important book on education, nor a more timely assessment of, and prescription for, what ails our schools and our society. Get it, read it, use it -- and distribute it widely.
First Comment from Dan:
Americans my age remember learning about the 'little red schoolhouse' of our grandparents, where children learned 'reading, writing, and r'thmetic' from the 'school marm'. 'Book learning' wasn't an end in itself but a means to end. The mission of American education was;
1. To make good people
2. To make good citizens
3. And to make each student find some particular talents to develop to the maximum.
The new 'mass education' worked out by Dewey for the Rockefeller/Carnegie foundations combine inserted a "fourth purpose" that has become the ONLY purpose. It was imported from the Prussian school model during the 1890's. Late Comedian George Carlin put it best:
"They spend billions of dollars every year lobbying, lobbying, to get what they want...but I'll tell you what they don't want:
"They don't want a population of citizens capable of critical thinking. Thats against their interests.
"They don't want people who are smart enough to sit around a kitchen table and think about how badly they're getting fucked by a system that threw them overboard 30 fucking years ago. They don't want that!"
"You know what they want? They want obedient workers. Obedient workers, people who are just smart enough to run the machines and do the paperwork. And just dumb enough to passively accept all these increasingly shitty jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime and vanishing pension that disappears the minute you go to collect it, and now they want your retirement money - and you know something? They'll get it. They'll get it all from you sooner or later cause they own this fucking place! It's a big club, and you ain't in it! You, and I, are not in the big club."
Read Blumenfeld's 2011 essay in New American, 'Why Johnny still can't read':
"In 1955, the most significant book about American education was published and caused quite a stir. It was written by Rudolf Flesch, who had come to America to escape the Nazis in Vienna, and got a Ph.D in English at Columbia University. The book was entitled Why Johnny Can't Read. It became a best-seller."
This foreigner fresh off the boat from Austria informed Americans that the traditional phonics and grammar approach to teaching children how to read was totally wrong. Flesch's book was how the parental consent was manufactured for the introduction of the next step of the 'gradual change' Dewey mentioned: the retarded 'look-say' 'whole-word' theory of reading.
I was born in 1955 so remember it as 'New Reading'. That's how they marketed it to the public. This branding gave it an air of importance and mystery, like, you know, 'science'. 'The New Reading' and 'New Math' had just hit the Masonic Florida school system by the time I entered first grade.
Fortunately I'd already learned to read fluently at home on my grandmother's lap, from 1930's books for children: The Legend of King Arthur; Aesop's Fables; Grimm's Fairy tales. Plus advanced reading, Tom Sawyer by Mark Twain. A book of Greek Myths illustrated with prints 19th century paintings. So when reading class turned out to be sitting reading flash cards "GOAT", or "HIT" "STEEL" "PLANE" "MUST", I though I'd been sent to prison. Luckily they still gave reading proficiency exams so they had to assign me to 'advanced reading' where we were given Rockefeller pre-predictive program narratives to read. I'm not kidding. We read stories on color coded cards, and the higher our score of comprehension, the further we progressed to 'Gold' or college level.
I used to think mass public education existed to indoctrinate us, but there's more. It exists to waste children's most valuable learning years. It's designed to hold you back, stifle creativity, and induce mental and physical - yes physical - atrophy.