July 21, 2014 | By: Matthew and Ellen Gerwitz
“Is there an idea more radical in the history of the human race than turning your children over to total strangers whom you know nothing about, and having those strangers work on your child’s mind, out of your sight, for a period of twelve years? Could there be a more radical idea than that? Back in Colonial days in America, if you proposed that kind of idea, they’d burn you at the stake, you mad person! It’s a mad idea!” — John Taylor Gatto in IndoctriNation
In our post World War II world, the words “The Final Solution” most often make us think about Adolf Hitler’s Nazi Germany with its extermination of 6 million Jews as well as 5 million mentally and physically handicapped people, blacks and mulattos, homosexuals, Gypsies, and Nazi resisters. Those who have studied history know that Hitler and the Nazis believed in the idea of a Master Race. Members of this Master Race who went along with Hitler’s views were allowed to live. Those who were not part of the Master Race, as well as those who would not go along with Hitler’s views were eliminated. Here are just two examples:
- In all, between 200,000 and 250,000 mentally and physically handicapped persons were murdered from 1939 to 1945 under the T-4 and other “euthanasia” programs.
- In 1937, all local authorities in Germany were to submit a list of all the mulattos. Then, these children were taken from their homes or schools without parental permission and put before the commission. Once a child was decided to be of black descent, the child was taken immediately to a hospital and sterilized. About 400 children were medically sterilized — many times without their parents’ knowledge.
Please note that Hitler not only hated the Jews, but also anyone who did not fit in or go along with his idea of a perfect society. In order to accomplish his agenda, these people had to be eliminated. In the early years, Hitler and the Nazis were somewhat open in the rounding up and killing of those who did not fit in. However, they found that this method was bad for their image and caused people to stop supporting them.
This led to the development of a new method – deportation. The Nazis realized that they could use the concept of “out of sight, out of mind” to prevent the average citizen from getting upset. German citizens were now told that the Jews from their towns were simply being shipped east to be resettled in new places because it would be better for both the Jews and the German population. Families of handicapped people were told that their loved ones were being sent to government medical facilities for care. Of course, none of this was true. Once these people were “out of sight”, they were killed systematically. Meanwhile, back at home, propaganda flooded the schools and cities to convince people that things were going well in the Third Reich.
Hitler’s goal was to eliminate those who stood in the way of his objectives and indoctrinate everyone else into thinking his actions were good. A new core curricula that endorsed and taught Nazi beliefs was created and implemented into schools. Teachers who refused to go along with the program were removed from their positions with some even being sent to concentration camps. Students were encouraged to join the Hitler’s Youth organization and to report anyone who expressed disagreement with Nazi ideas to the authorities.
Hopefully, not much of the above is new information to you. What may shock you is that those who created (and are still running our public school system) have the exact same goals that Hitler and the Nazis had. Mandatory public education in America began as part of a quest for a perfect society with the Puritans in Massachusetts who were seeking a religious utopia. This quest was soon taken up by Progressive statists/socialists who were seeking a secular utopia.
“The rugged individualism of Americanism must go, because it is contrary to the purpose of the New Deal and the NRA [National Recovery Act], which is remaking America.”
“The NRA is the outstanding part of the President’s program, but in fact it is only a fragment. The general public is not informed on the other parts of the program, and the schools are the places to reach the future builders of the nation.”
“Russia and Germany are attempting to compel a new order by means typical of their nationalism – compulsion. The United States will do it by moral (per)suasion. Of course we expect some opposition, but the principles of the New Deal must be carried to the youth of the nation. We expect to accomplish by education what dictators in Europe are seeking to do by compulsion and force.”
Louis Alber, head of National Recovery Act New York 1933
NEA president, Catherine Barrett summed up this agenda in 1972:
“Those two complementary philosophies fueled the vision of NEA leaders who sought a utopian world, freed from Biblical constraints and ruled by humanist politicians and taught by progressive educators. Parental rights and religious freedom would be swallowed up by the surpassing rights and rules of the greater community — the controlled collective.”
Did you catch that phrase “the controlled collective”? This means that there will be some who will control and some who will be controlled. Of course, there also will be some who cannot be controlled whose power must be eliminated.
In the following quotes from his book, The Underground History f American Education, John Taylor Gatto spells out the three groups: “the elite, ruling, overclass”, “the uprooted and transplanted future leaders”, and the “ignorant, controlled lower classes.”
- “Identified early enough inside the laboratory of government schooling, the best leadership of these classes could be uprooted and transplanted into ruling class society, reinvigorating the blood stock of the overclass: Count Dracula in education department drag. This genetic harvesting would deliver the best formula for social harmony. Potential future leaders among the underclasses would be targeted early in schooling, then weaned from any misguided loyalty to their own group, using incentives. Far from prying eyes, their minds would be conditioned in special “gifted” classes.”
- “While this process of vetting went on, school would also be used to train most of us in our role in traditional status hierarchies. Class rankings, specialized tracking, daily habituation to payoffs and punishments, and other means would accomplish the trick. Those elected for advancement would be drawn bit by bit into identification with the upper crust and with its ways of dress, speech, expectation, etc. They would come in this fashion to look upon their group of origin as evolutionarily retarded—a brilliant imaginative coup.”
- “The Behavioral Science Teacher Education Project identified the future as one “in which a small elite” will control all important matters, one where participatory democracy will largely disappear. Children are made to see, through school experiences, that their classmates are so cruel and irresponsible, so inadequate to the task of self-discipline, and so ignorant they need to be controlled and regulated for society’s good.”
- “…the gigantic Behavioral Science Teacher Education Project, outlined teaching reforms to be forced on the country after 1967. If you ever want to hunt this thing down, it bears the U.S. Office of Education Contract Number OEC-0-9-320424-4042 (B10). The document sets out clearly the intentions of its creators—nothing less than “impersonal manipulation” through schooling of a future America in which “few will be able to maintain control over their opinions,” an America in which “each individual receives at birth a multi-purpose identification number” which enables employers and other controllers to keep track of underlings and to expose them to direct or subliminal influence when necessary.”
- “In its modern form, the theory of democratic elitism comes partly from John Stuart Mill, partly from the work of Italian intellectuals Vilfredo Pareto and Gaetano Mosca, especially from the latter’s essay of 1896, translated into English as The Ruling Class: Elements of a Science of Politics, 6 a book vital to understanding twentieth-century schooling. The way to make a political regime stable across the centuries had eluded every wise man of history, but Mosca found the key: elites must deliberately and selectively feed on the brains and vitality of the lesser classes.”
In our public school system, the elite Progressive class set out to identify and indoctrinate those future leaders while also eliminating the power of the average citizen by dumbing them down. By gradually gaining complete control of the education of our children, the Progressives have used the same technique that Hitler and the Nazis eventually hit upon – deportation. You might protest that the children in our nation are not being deported. However, consider the fact that millions of American parents willingly send their child to the public schools on a daily basis over twelve years. And in those public schools, the minds of children are being worked on to control their role and effect on society just as surely as Hitler and the Nazis worked on the bodies of people to do the same. Over the past 150+ years, the old concept of “out of sight, out of mind” has worked well for the Progressives. They have churned out generations of American who think more and more like socialists and statists.
And thus, we come back to the quote found at the beginning of this essay. The public schools are not concentration camps with forced labor and gas chambers designed to kill the body. Rather, they are concentration camps with forced exercises and indoctrination designed to kill the mind. The citizens of Nazi Germany allowed Hitler and the Nazis to take away human beings to be physically destroyed. We condemn this and rightfully so. However, we Americans are allowing the Progressive socialists to take away human beings to be mentally destroyed in our schools. This ought to be recognized and condemened. Instead, it is accepted as normal and good.
We ought to be ashamed of ourselves.