The Chuck Morse ShowBoston's Radio VOICE of REASON.
The Communist Public Education System
During the Elian Gonzeles affair, the Washington Times interviewed Luis Fernandez, the spokesmen for the unofficial Cuban consulate in the Washington D.C area. In one of those rare instances of candor that provide us with insight into the totalitarian mind, Fernandez, while referring to little Elian as "a possession of the Cuban government", discussed the fact that the Cuban constitution grants to the State the responsibility of raising children. He pointed out that Cuban law requires parents to insure that their children obtain a "communist personality" and "influences contrary to communist development" are outlawed. When I read this, I was amazed by how much our own system of public education mirrors that of the enslaved island across the Florida Strait.
William Z. Foster, Chairman of the American Communist Party, in his book "Toward Soviet America", published 1932, describes the Communist agenda for American education:
"Among the elementary measures the American Soviet government will adopt to further the cultural revolution are...(a) National Department of Education...the studies will be revolutionized, being cleansed of religious, patriotic, and other features of the bourgeois ideology. The students will be taught the basis of Marxian dialectical materialism, internationalism, and the general ethics of the new Socialist society".
John Dewey, revered by our education establishment as the father of "progressive" education, stated in 1899, "Children who know how to think for themselves spoil the harmony of the collective society which is coming where everyone is interdependent".
The goal of Dewey, Foster, and their followers, known as the "frontier thinkers", or "change agents", was to teach young people not to think for themselves. They sought to accomplish this evil agenda by replacing such "bourgeois affectations" as literacy, science, math, American history, language, and other disciplines, with content vacant and mentally dissonant whole language, social studies, sex education, values clarification and guessing. They replaced character development and conceptions of morality with moral relativism. They "molded" our young people into semi-lobotomized cogs of the corporate State. We taxpayers are paying for the enthronement of their goal with the resulting mental, moral, and, increasingly, physical destruction of our children.
In the period leading up to World War II, there emerged amongst our education elite a strange and toxic amalgam of right wing eugenic ideas, exemplified by the Hitlerism of Nazi Socialism, and the authoritarian Marxist concepts that enthralled change agents like Dewey. Max Mason, president of the Rockefeller Foundation, which was heavily invested in education, in 1933, was inspired by "The Geneticist's Manifesto" which was written by Nobel Prize winning eastern European scientist Hermann Muller. The theme of this treatise was planned breeding. Mason felt that the concepts described in this Manifesto could be adopted toward "the control of human behavior". Around the same time, the director of the National Education Association announced that his organization expected "to accomplish by education what dictators in Europe are seeking to do by compulsion and force". Compulsion, through political power rather than through the direct force of arms, became the underpinning of our education system.
New York City Teacher of the Year John Taylor Gatto, in his excellent new book "The Underground History of American Education", identifies three documents, introduced between 1967 and 1974, which had a pivotal impact on teacher training. The first one, "Designing Education" published by the Education Department, re-defined the term "education" to mean "a means to achieve important economic and social goals of a national character". Gatto comments that "State education agencies would henceforth act as on-site federal enforcers, ensuring the compliance of local schools with central directives. Each state education department was assigned the task of becoming an 'agent of change' and advised to 'lose its independent identity as well as its authority' in order to 'form a partnership with the federal government"
The second document described by Gatto is the "Behavioral Science Teacher Education Project" which outlines as its goals "impersonal manipulation" through schooling, in which "few will be able to maintain control over their opinions...each individual receives at birth a multi-purpose identification number", and "chemical experimentation" on minors would be normal procedure. Needless to say, since this document was introduced in the late 1960's, young people have been used as guinea pigs by the "change agents" with Ritalin, Prozac etc. The increase in school violence has accompanied the introduction of these controlled substances.
The "Behavioral Science Teacher Education Project" advocates a future "in which a small elite" control all important matters. Children are taught, through demonstration, that their classmates are so cruel and incapable of self-discipline that they need to be controlled and regulated for the good of society. Schooling is to focus on "pleasure cultivation" and on "other attitudes and skills compatible with a non-work world." At the same time, teachers would be stripped of the means of maintaining discipline in the classroom. This would be replaced by "due process" and "children's rights". Hence, the planned breakdown of discipline.
The third document, University of Chicago Professor Benjamin Blooms classic"Taxonomy of Educational Objectives" is described as, in Blooms own words, "a tool to classify the ways individuals are to act, think, or feel as the result of some unit of instruction". Through behavioral psychology, children would learn proper thoughts, feelings, and actions and have their "improper" attitudes brought from home "remediated". Testing would be implemented at all levels to determine progress. The change agents are treating our children like Pavlov's dog. These documents laid the foundation for our modern education with Mastery Learning, Outcome Based Education, School to Work, and whatever else they're marketing.
Our Republic is predicated on democratic principles such as self rule, self interest, and informed choice. The change agents are, theoretically, free to offer their educational wares to the public on the free market. Let the consumer decide which type of education is most suited to his needs and in the best interests of his precious sons and daughters. Let parents decide whether or not they want their children to learn to think for themselves, or what type of moral standards they want their children exposed to. Let the taxpayer receive a full and honest accounting with regard to the nature of the education system existing in their community and the long term effect of that education on our society. Let the truth be told.
Of course, the change agents don't operate in the realm of free choice nor are they believers in truth or freedom. They realize that a parent would have to be certifiably insane to knowingly subject their beloved child to such rigors. They travel in the rarefied authoritarian world of the philosopher King who will "mould" our youngsters into "human resources" to serve some bizarre conception of a "greater good". Such an educational system, given that it contradicts human nature and common sense, can only be implemented at the point of a gun.
The change agents seek to eradicate the American way of life. They conspire to deprive our children of the tools needed for them to find their own individual destiny. They fool us into paying for this privilege and we've paid dearly. Our children are being used to fulfill a sick totalitarian agenda.