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The Deliberate Dumbing Down Of America Charlotte Iserbyt


The Deliberate Dumbing Down of America-
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"In our dreams we have limitless resources, and the people yield themselves with perfect docility to our molding hands. The present educational conventions fade from our minds, and unhampered by tradition, we work our own good upon a grateful and responsive rural folk. We shall not try to make these people or any of their children into philosophers of mental learning or of science. We have not to raise from among them authors, editors, poets, or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen of whom we have ample supply. " The Country School of Tomorrow Page 6 by Frederick Taylor Gates, John D Rockefeller's Advisor and member of the General Education Board Founded by John D Rockefeller after pledging an additional 180 million after an initial 1 million in 1902


"You would not be allowed to be poor. You would be forcibly fed, clothed, lodged, taught, and employed whether you like it or not. If it were discovered that you have not character and industry, you might possibly be executed in a kindly manner." George Bernard Shaw The Intelligent Woman's Guide: To Socialism and Capitalism Page 470


"The character of the Open Conspiracy will now be plainly displayed. It will have become a great world movement as widespread and evident as socialism or communism. It will have taken the place of these movements very largely. It will be more than they were, it will be frankly a world religion. This large, loose assimilatory mass of movements, groups, and societies will be definitely and obviously attempting to swallow up the entire population of the world and become the new human community." The Open Conspiracy and Other Writings" by H.G. Wells. Page, or on Scribd Page 50-51


"psychologists. They’re our ‘priests" Walden Two By B F Skinner Page 186


"Fichte laid it out best when he said education should aim at destroying free will so that after pupils are thus schooled they will be incapable throughout the rest of their lives of thinking or acting otherwise than as their school masters would have wished" Bertrand Russell, The Impact Of Science On Society Page 92


"First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective..... It is for a future scientist to make these maxims precise and discover exactly how much it costs per head to make children believe that snow is black… Although this science will be diligently studied, it will be rigidly confined to the

governing class. The populace will not be allowed to know how its convictions were

generated. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen" Bertrand Russell, The Impact Of Science On Society Page 65-66

"Mr. Morris: Dr. Dodd, how recently have you been associated with the Communist

Party?


Mrs. Dodd: June 1949.


Mr. Morris: Do you mean you severed your connection with the Communist Party

at that time?


Mrs. Dodd: They severed their connection with me. I had previously tried to find my way out of the Communist Party. In 1949 they formally issued a resolution of expulsion....


Mr. Morris: Dr. Dodd, will you tell us what relationship you bore to the Communist

Party organization while you were the legislative representative for the Teachers’

Union?


Mrs. Dodd: Well, I soon got to know the majority of the people in the top leadership of the Teachers’ Union were Communists, or, at least, were influenced by the Communist organization in the city.


Sen. Homer Ferguson (Mich.): In other words, the steering committee, as I take your testimony, was used for the purpose of steering the teachers along the line that communism desired?


Mrs. Dodd: On political questions, yes.... I would say also on certain educational questions. You take, for instance, the whole question of theory of education, whether it should be progressive education or whether it should be the more formal education. The Communist Party as a whole adopted a line of being for progressive education. And that would be carried on through the steering committee and into the union" Subversive Influence In The Educational Process: Hearings Before The Subcommittee to Investigate the Administration of the Internal Security Act and Other Internal Security Laws of the Committee on the Judiciary Page 2, 5, 7


"This board [the General Education Board] was authorized to do almost every conceivable

thing which is anywise related to education, from opening a kitchen to establishing a

university, and its power to connect itself with the work of every sort of educational

plant or enterprise conceivable will be especially observed. This power to project its

influence over other corporations is at once the greatest and most dangerous power

it has." The 1917 Congressional Record Of The 64th congress of the United States Vol LIV Published the Following excerpt from a booklet containing articles by Bishop Warren A. Candler, Chancellor of Emory University in Atlanta Page 2831


"In my last article it was suggested that certain astute men, backed by millions of money, were making an effort to capture and control the colleges and universities of the country, especially the South. The movement to which reference is intended is called“ The General Education Board" The 1917 Congressional Record Of The 64th congress of the United States Vol LIV Published the Following excerpt from a booklet containing articles by Bishop Warren A. Candler, Chancellor of Emory University in Atlanta Page 2831


"And the builder of this new world must be education. Education alone can lay the foundations on which the building is to rest. On this point a kind of consensus has been reached by those who trust the future of international co-operation and those who refuse to believe in it. When the latter go about repeating that to succeed in such a task one would have to change human nature, they do but exaggerate the acknowledged need for a gradual and patient reshaping of the public mind. There is a great work to be achieved, and no men can forward it but those who are well informed as to the conditions and needs of our times, in as much as all countries and all races are concerned. Even the efforts of such men would be in vain unless, in a world of democracy, they were backed by a body of opinion ever growing more enlightened and more powerful. How can a well-prepared élite be raised throughout the world to spread its influence over the masses, who can then support them in their turn? Here we encounter the real problem, and it is essentially a problem of education." John Harley Paul Mantoux foreword to international understanding Page IX

"During the last decade of the nineteenth century, in England, a group of men devoted to the study of economic questions endeavored to prepare the public mind for broad changes which, in their view, must be effected if social peace is to be preserved. To this end they founded the London School of Economics and Political Science, which today ranks among the most famous institutions of education." John Harley Paul Mantoux foreword to international understanding Page X


"Now is the time to set to the task, to find competent masters for the students, and to give them every facility to proceed… Some have specialized in one branch of knowledge, like the Academie Internationale at the Hague, or in one particular group of problems, like the Institute of Pacific Relations; others cover the whole field of political science, like the École des Sciences Politiques, the London School of Economics, and the Deutsche Hochschule für Politik. Some are debating or research centers, widely differing in character from one another according as their tendency is scientific rather than political; such are the Royal Institute of International Affairs, the Council on Foreign Relations, the Social Science Research Council, and the American Academy of Political and Social Science." John Harley Paul Mantoux foreword to international understanding Page XII, XII


Cumulative evidence supports the conclusion that in the United States as in other countries, the age of laissez faire in economy and government is closing and a new age

of collectivism is emerging" The American Historical Association “Investigation of the Social Studies in the Schools,” 1934 Page 16


The implications for education are clear and imperative: (a) the efficient functioning

of the emerging economy and the full utilization of its potentialities require profound

changes in the attitudes and outlook of the American people, especially the rising

generation—a complete and frank recognition that the old order is passing, that the new

order is emerging" The American Historical Association “Investigation of the Social Studies in the Schools,” 1934 Page 34-35


"This brings us to another important, and basic, function of the United Nations. And that is its role in creating a global consensus about what is right and what is wrong" The UN, the U.S. and the World Ambassador Madeleine K. Albright, Permanent Representative from the U.S. to the United Nations, speaking at the Town Meeting in Atlanta, Georgia, September 12, 1996.

"Even now the Carnegie Corporation is facing protests from parents whose children are exposed to the textbooks financed by the foundation under its “Project Read.” This project provides programmed textbooks for schools, particularly in “culturally deprived areas.”... This writer has gone over these textbooks in the “Reading” series financed by the Carnegie Corporation and authored by M.W. Sullivan, a linguist. These foundation-funded books reveal a fire pattern that amounts to an incitement to the sort of arson and guerilla warfare that took place in Watts, Washington, D.C., and elsewhere. On one page in the series we find a torch next to a white porch. The caption reads invitingly, “a torch, a porch.” Further along there is a picture of a man smiling while he holds a torch aloft. The caption beneath it reads: “This man has a t_rch in his hand.” The children are required as an exercise to insert the missing letter to fill in the word torch. The next picture shows the burning torch touching the porch, with a caption, “a torch on a porch.” Thus, the children are led in stages to the final act that suggests itself quite naturally. The picture in the series shows a hand moving the hands of a clock to twenty-five minutes past one, while this same shack is being devoured by flames. The message is plain: an example of a man who deliberately commits the criminal act of setting a home on fire. Tragically, these young children are being indoctrinated with a pattern of anti-social ideas that will completely and violently alienate them from the mainstream of American middle-class values.... Other pictures in the Carnegie-funded supposedly educational texts include a comparison of a flag with a rag, the ransoming of an American soldier in a Chinese prison, a picture that shows people kneeling in a church to say their prayers beside a picture of a horse being taught to kneel in the same way, a reference to a candidate elected to public office as a “ruler,” a picture of a boy stealing a girl’s purse, and another boy throwing pointed darts at a companion whom he uses as target practice. Understandably, the Carnegie-financed books are causing concern to local law-enforcement officials, many of whom have to cope with riot or near-riot conditions. Ellen Morphonios, prosecutor for Florida in its attorney’s office, and a chief of its Criminal Court Division, said recently: “It’s a slap in the face and an insult to every member of the Negro community, saying that the only way to communicate with Negro children is to show a robber or violence. It’s like subliminal advertising. If this isn’t subversive and deliberately done as part of a master plan.… Only a sick mind could have produced it.” Repeated instances of this type of anti-social activity obviously constitute a strong argument for removing the tax-exempt status of these educational foundations, and for curbing their activities by Federal regulations and Congressional oversight." Edith Roosevelt, The Foundation Machine


"In the almost fifty years that have elapsed since 1943, I joined the World Federalists and

campaigned for world government; I was appointed by President Robert M. Hutchins of the University of Chicago to his Committee to Frame a World Constitution, established by him

immediately after atomic bombs were dropped on Hiroshima and Nagasaki; I conducted a

seminar for the Ford Foundation on war and peace, world peace, and world government in

1951; and I wrote two books (The Common Sense of Politics, 1971, and A Vision of the Future, 1984), in which these subjects are treated with a maturity acquired by years of thinking about them....


Finally, in Section 5, I will close with a vision of the new world of the Twentieth Century, in which the conflict between the two great superpowers—the USA and its NATO

allies vs. the USSR and its Warsaw Pact satellites—will be replaced by the USDR (a union of socialist democratic republics). This will be a penultimate stage of progress toward a truly global world federal union that will eliminate the remaining potentially threatening conflict between the have and the have-not nations." Haves without have-nots Mortimer Alder 286-287 on Scribd


Questionable Source


"Mr. Speaker, I am herewith appending an article published by the American Flag

Committee... bearing the title “A Report to the American People on UNESCO.” Just how

careless and unthinking can we be that we permit this band of spies and traitors to exist

another day in this land we all love? Are there no limits to our callousness and neglect of

palpable and evident treason stalking rampant through our land, warping the minds and

imaginations of even our little children, to the lying propaganda and palpable untruths we

allow to be fed to them through this monstrous poison?... UNESCO’s scheme to pervert public education appears in a series of nine volumes, titled Toward World Understanding which presume to instruct kindergarten and elementary grade teachers in the fine art of preparing our youngsters for the day when their first loyalty will be to a world government, of which the United States will form but an administrative part.... The program is quite specific. The teacher is to begin by eliminating any and all words, phrases, descriptions, pictures, maps, classroom material or teaching methods of a sort causing his pupils to feel or express a particular love for, or loyalty to, the United States of America. Children exhibiting such prejudice as a result of prior home influence—UNESCO calls it the outgrowth of the narrow family spirit—are to be dealt an abundant measure of counter propaganda at the earliest possible age." THE GREATEST SUBVERSIVE PLOT IN HISTORY: REPORT TO THE AMERICAN PEOPLE ON UNESCO”

from The Congressional Record, Proceedings and Debates of the 82nd Congress, First Sessionin 1951 included the extended remarks of Hon. John T. Wood


"The kindergarten or infant school has a significant part to play in the child’s education.

Not only can it correct many of the errors of home training, but it can also prepare

the child for membership, at about the age of seven, in a group of his own age and

habits—the first of many such social identifications that he must achieve on his way

to membership in the world society" ^.


Unverified Sources


A RESOLUTION WAS PASSED BY THE NORMAL SCHOOL SECTION OF THE NATIONAL EDUCATION Association at its annual meeting in St. Paul, Minnesota in the year 1914. An excerpt follows:


We view with alarm the activity of the Carnegie and Rockefeller Foundations—agencies not

in any way responsible to the people—in their efforts to control the policies of our State

educational institutions, to fashion after their conception and to standardize our courses

of study, and to surround the institutions with conditions which menace true academic

freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in

our common schools, normal schools, and university


THE CHRISTIAN SCIENCE MONITOR OF AUGUST 8, 1927 QUOTED FROM AN ADDRESS TO THE World Federation of Education Associations (WFEA) at their Toronto, Canada conference delivered by Dr. Augustus Thomas, commissioner of education for the state of Maine. Excerpts from Dr. Thomas’s revealing address follow:


If there are those who think we are to jump immediately into a new world order,

actuated by complete understanding and brotherly love, they are doomed to disappointment. If we are ever to approach that time, it will be after patient and persistent effort of long duration. The present international situation of mistrust and fear can only be corrected by a formula of equal status, continuously applied, to every phase of international contacts, until the cobwebs of the old order are brushed out of the minds of the people of all lands. This means that the world must await a long process of education and a building up of public conscience and an international morality, or, in other words, until there is a world-wide sentiment which will back up the modern conception of a world community. This brings us to the international mind, which is nothing more or less than the habit of thinking of foreign relations and business affecting the several countries of the civilized world as free co-operating equals.


Mr. O.A. Nelson, retired educator, has supplied the vitally important documentation

needed to support the link-up between the textbooks and the Council on Foreign Relations. His letter was first printed in “Young Parents Alert” (Lake Elmo, Minnesota). His story is self-explanatory.


I know from personal experience what I am talking about. In December 1928,

I was asked to talk to the American Association for the Advancement of Science. On

December 27th, naïve and inexperienced, I agreed. I had done some special work in

teaching functional physics in high school. That was to be my topic. The next day, the

28th, a Dr. Ziegler asked me if I would attend a special educational meeting in his room

after the AAAS meeting. We met from 10 o’clock [p.m.] until after 2:30 a.m.

We were 13 at the meeting. Two things caused Dr. Ziegler, who was Chairman of

the Educational Committee of the Council on Foreign Relations, to ask me to attend...

my talk on the teaching of functional physics in high school, and the fact that I was a

member of a group known as the Progressive Educators of America, which was nothing

but a Communist front. I thought the word “progressive” meant progress for better

schools. Eleven of those attending the meeting were leaders in education. Drs. John

Dewey and Edward Thorndike, from Columbia University, were there, and the others were of equal rank. I checked later and found that ALL were paid members of the Communist Party of Russia. I was classified as a member of the Party, but I did not know it at the time. The sole work of the group was to destroy our schools! We spent one hour and forty-five minutes discussing the so-called “Modern Math.” At one point I objected because there was too much memory work, and math is reasoning; not memory. Dr. Ziegler turned to me and said, “Nelson, wake up! That is what we want... a math that the pupils cannot apply to life situations when they get out of school!” That math was not introduced until much later, as those present thought it was too radical a change. A milder course by Dr. Breckner was substituted but it was also worthless, as far as understanding math was concerned. The radical change was introduced in 1952. It was the one we are using now. So, if pupils come out of high school now, not knowing any math, don’t blame them. The results are supposed to be worthless.


"[F]or the purpose of analyzing behavior we have to assume man is a machine. (p.

24) ...You can induce him to behave according to the dictates of society instead of his own

selfish interest.” (p. 42) B.F. SKINNER: THE MAN AND HIS IDEAS BY RICHARD I. EVANS


"The task of the schools during the past stable, relatively unchanging world was to emphasize fixed habits, memorization of facts, and development of specific skills to meet known needs. But for a future which will include vast changes, the emphasis should be on how to meet new situations, on the skills of research, observation, analysis, logic and communication, on the development of attitudes appropriate to change, and on a commitment to flexibility and reason." (p. 50) a master plan for public education in hawaii a new era of education, 1969 by the State of Hawaii Department of Education,


"[T]here must first of all be agreement on a system of values and a willingness to embark

on a joint examination of their implications: values of justice, equality, freedom and fellowship. These will be based on a new awareness in two respects, namely: recognition of the unity of mankind, with all its diverse peoples, races and cultures, and the assertion

of a desire to live together, actually experienced not simply as a necessity for survival or coexistence but as the deliberate choice of fashioning a common destiny together, with joint responsibility for the future of the human race. In such circumstances, the consciousness of the world’s solidarity, which is so much needed, can only be the fruit of an active and continuous process of education, which must be put in hand without delay and to which UNESCO must make its full contribution." Educational goals: studies and surveys in comparative education was prepared for the International Bureau of Education, United Nations Educational, Scientific, and Cultural Organization (UNESCO: Courvoisier S.A.: La Chaux-de-Fonds, Switzerland, 1980).


"Researchers attending the annual meeting of the American Educational Research Association here said writing can be used to clarify students’ values and even alter their views on controversial subjects. But teachers can also use writing to manipulate a student’s viewpoint and attitude on controversial issues, said a researcher who has studied how writing changes attitudes. “You can generate attitude change by writing,” said John Daly of the University of Texas. Daly said his research showed that writing an essay about an issue helps students clarify their own views. But when asked to write an essay arguing a position opposing their values, the students are lead to change their minds.... And the greater the effort a student puts into a writing assignment, the greater the change in attitude, Daly concluded. Daly’s finding disturbed some educators, who said they were concerned that teachers have the power to alter students’ values. “It can be dangerous when we know that educators have the power to influence kids’ minds,” said Barbara Mitchell of the University of Pennsylvania." EDUCATION DAILY OF APRIL 5, 1985 PUBLISHED AN ITEM ENTITLED “TEACHERS INFLUENCE Students’ Values through Writing Assignments”


"A very small group of young psychologists around the turn of the century were

able to create and market a system for measuring human talent that has permeated American institutions of learning and influenced such fundamental social concepts as democracy, sanity, justice, welfare, reproductive rights, and economic progress. In creating, owning, and advertising this social technology the testers created themselves as professionals." Joanne Brown, The Definition of a Profession: The Authority of Metaphor in the History of Intelligence Testing Page 203



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