We must control education.

Posted by  $  Dobrien 1 week, 2 days ago to Education
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We are now at the year nineteen hundred and eight, which was the year that the Carnegie Foundation began operations. And, in that year, the trustees meeting, for the first time, raised a specific question, which they discussed throughout the balance of the year, in a very learned fashion. And the question is this: Is there any means known more effective than war, assuming you wish to alter the life of an entire people? And they conclude that, no more effective means to that end is known to humanity, than war. So then, in 1909, they raise the second question, and discuss it, namely, how do we involve the United States in a war?

Well, I doubt, at that time, if there was any subject more removed from the thinking of most of the People of this country, than its involvement in a war. There were intermittent shows in the Balkans, but I doubt very much if many people even knew where the Balkans were. And finally, they answer that question as follows: we must control the State Department.

And then, that very naturally raises the question of how do we do that? They answer it by saying, we must take over and control the diplomatic machinery of this country and, finally, they resolve to aim at that as an objective. Then, time passes, and we are eventually in a war, which would be World War I. At that time, they record on their minutes a shocking report in which they dispatch to President Wilson a telegram cautioning him to see that the war does not end too quickly. And finally, of course, the war is over.

At that time, their interest shifts over to preventing what they call a reversion of life in the United States to what it was prior to 1914, when World War I broke out. At that point, they come to the conclusion that, to prevent a reversion, we must control education in the United States. And they realize that is a pretty big task. To them it is too big for them alone.

So they approach the Rockefeller Foundation with a suggestion: that portion of education which could be considered domestic should be handled by the Rockefeller Foundation, and that portion which is international should be handled by the Endowment.

They then decide that the key to the success of these two operations lay in the alteration of the teaching of American History. So, they approach four of the then most prominent teachers of American History in the country -- people like Charles and Mary Byrd. Their suggestion to them is this, “Will they alter the manner in which they present their subject”” And, they get turned down, flatly.

So, they then decide that it is necessary for them to do as they say, i.e. “build our own stable of historians." Then, they approach the Guggenheim Foundation, which specializes in fellowships, and say” “When we find young men in the process of studying for doctorates in the field of American History, and we feel that they are the right caliber, will you grant them fellowships on our say so? And the answer is, “Yes.”

So, under that condition, eventually they assemble twenty (20), and they take these twenty potential teachers of American History to London. There, they are briefed in what is expected of them -- when, as, and if they secure appointments in keeping with the doctorates they will have earned.

That group of twenty historians ultimately becomes the nucleus of the American Historical Association. And then, toward the end of the 1920's, the Endowment grants to the American Historical Association four hundred thousand dollars ($400,000) for a study of our history in a manner which points to what this country look forward to, in the future.

That culminates in a seven-volume study, the last volume of which is, of course, in essence, a summary of the contents of the other six. The essence of the last volume is this: the future of this country belongs to collectivism, administered with characteristic American efficiency.

That is the story that ultimately grew out of, and of course, was what could have been presented by the members of, this Congressional Committee, and the Congress as a whole, for just exactly what it said. But, they never got to that point!

Griffin: This is the story that emerged from the minutes at the Carnegie Foundation?

Dodd: That's right.

Griffin: And so?

Dodd: It was official to that extent.

Griffin: And Kathryn Casey brought all of these back, in the form of dictated notes, or verbatim readings, of the minutes?

Dodd: On dictaphone belts.

Griffin: Are those in existence today?

Dodd: I don't know. If they are, they're somewhere in the archives, under the control of the Congress, the House of Representatives.

Griffin: How many people actually heard those? Or, were they typed up, transcripts made?

Dodd: No.

Griffin: How many people actually heard those recordings?

Dodd: Three maybe. Myself, my top assistant, and Kathryn. Yeah, I might tell you this experience, as far as its impact on Kathryn Casey is concerned. Well, she was never able to return to her law practice. If it hadn't been for Carroll Reece's ability to tuck her away in a job with the Federal Trade Commission, I don't know what would have happened to Kathryn. Ultimately, she lost her mind as a result of it. It was a terrible shock to her. It is a very rough experience for her to encounter proof of this kind.
Griffin: Was their objection because of what you were doing, or because of the fact that you were doing it outside of the official auspices of the Committee?

Dodd: No. The objection was, as they put it, my devotion to what they called "anti-Semitism." That was a cooked-up idea. In other words, it wasn't true at all. But, any way, that's the way they expressed it.

Griffin: Excuse me. Why?

Dodd: Then they made it stick.

Griffin: Why did they do that? How could they say that?

Dodd: Well, they could say it, Mr. Griffin. But, they had to have something in the way of a rationalization of their decision to do everything they could to stop completion of this investigation, given the direction that it was moving. That direction would have been exposure of this Carnegie Endowment story, and the Ford Foundation, and the Guggenheim, and the Rockefeller Foundation -- all working in harmony toward the control of education in the United States.
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  • Posted by CrustyOldGeezer 4 days, 4 hours ago
    And to think that for the last 5 or so years I have been presenting theories to return to the one room, one teacher plus volunteer parents.....

    The Older kids teaching the younger kids builds VERY STRONG ties between the generations.

    Bullies are weeded out and corrected BEFORE any real threats or violence occurs.
    Teachers are watched, and bad teachers don't last long.
    REAL History is TAUGHT.
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  • Posted by chad 4 days, 2 hours ago
    Education should a free choice as much as anything else. When the government controls education they will teach that collectivism is the same as freedom and raise a generation who will demand it. Thomas Jefferson once pointed out that there should be as much separation of education and state as there is in church and state lest the government take over education and teach that tyranny and slavery are the same as liberty and raise those who would demand it.
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    • Posted by LibertyBelle 2 days, 22 hours ago
      If he said that, then why in the h*** did he establish the University of Virginia?!!!
      I understand that Jefferson believed in freedom of thought. But his promotion of starting UVA was a grave mistake.
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      • Posted by chad 2 days, 4 hours ago
        I don't know if the university he started was funded by the government at that time. There is nothing wrong with private institutions of learning, they might have their own agenda and if you don't agree then it is easy to avoid. When all schools are funded by the government then the curriculum is dictated by the government.
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  • Posted by  $  Olduglycarl 4 days, 17 hours ago
    The best sources for true history, economics and science are Hillsdale college, Prager University; for private reading: wallbuilders.com David Barton and of course, the Mercury One Museum which houses original documents to be viewed. The have a summer course for teenagers...and boy do they give their teachers a lesson or two after seeing original writings of our founders.
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  • Posted by Abaco 2 days, 21 hours ago
    As was discussed by a couple of us in the thread about the college application scandal, not all colleges are bad (or were). I attended a very renowned state university well known for its engineering program. The education I got there...I still look back at it and marvel. It was a fast-paced quarter system. Not only did I learn lots of fundamental engineering, but the curriculum included plenty of philosophy, economics, etc. It was a true blessing. Now...latest I heard is that the state wants to convert my old campus to the semester system...and so it starts...
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    • Posted by  $  2 days, 17 hours ago
      Education system dominated by liberals in govt , those institutions depending on “ playing the game with the purse holders” put forth a dogma that opposes reason. Group think tanks that tank the country.
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  • Posted by term2 2 days, 22 hours ago
    Our founding fathers were not intellectually consistent. They wanted freedom from English rule primarily for example they made many compromises just to get enough support for the country to be started. Jefferson could have freed his OWN slaves, but didn’t- intellectually compromised so as to get free labor
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