America’s Educational System Is A Modernized Form Of Mental Slavery Conducted To Produce Industrialism

Millions of Americans are under the illusion that the United States public educational system has been with us forever, when it is merely an innovation of the late 16th century, whose introduction was frequently resisted with violence by both Indigenous Aborigine parents and their respective communities throughout America. 

The public “educational system” was specifically designed to diminish students’ capacity for critical thinking, decimate literacy, and to eliminate any dangerous signs of independence and creativity; which might otherwise contribute unpredictable and burdensome aspects to the task of corporate management and planning. 

Brief History of Aborigines’ Education

In the late 1630s, the government hired religious societies to provide education to the Indigenous Aborigine children of America. The children were immersed into European-American culture by way of appearance changes with haircuts, forbidden to speak their native languages, and even their traditional names were replaced with European-American names to “civilize and Christianize” their ways of life.

In numerous ways, the Aborigines of America were violently systematically forced to abandon their true identities and cultures. 

Throughout this time period, all of these schools, including the multiple boarding schools founded by the Bureau of Indian Affairs (BIA) during the 18th and 19th centuries, were full of harsh malevolence and dark experiences, especially for the younger American Aborigine children who were separated from their families for longer than enough time periods throughout the days of the weeks. 

Independent investigations were established by both the federal and local governments of each state of America, revealing mostly hidden multiple documented cases of sexual, manual, physical and even mental abuse occuring inside of these public, private and boarding schools that were established in America. All of which the Native Aborigine children were victimized. 

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The Implementation of Forced Schooling

Forced schooling was seen as a necessary implementation to indoctrinate future corporate workers in conforming to industrialists’ visions of a scientifically controlled and optimized society. This rabbit hole goes much deeper than one may assume.

Before World War I began, in a speech directed to accredited businessmen, President Woodrow Wilson stated that henceforth public policy would be geared to providing a public education tailored to producing industrial workers, who did not question orders, and were skilled in only basic manual labors, and that a liberal education would be reserved for only for a small elite. 

Railroad developments, availability of coal and oil, telegraph communication, and machinery for mass-productions have all threatened the abomination of the dreams and aspirations of all American Aborigine individuals, and their respective communities, to become irrelevant to their realities.

By the early 1900s, American industrialists recognized that compulsory public education was the most useful means to socially engineer the American population to suit the purposes of industrial capitalism. 

Large networks of corporate foundations, university education and psychology departments, educational accrediting boards, and governmental agencies arose to oversee implementation of the blueprint for this ambitious, but yet so devastatingly evil, social engineering project. 

These entities included organizations such as the Rockefeller Foundation, the Carnegie Foundation, the Columbia Teachers College, the University of Chicago, the National Training Labs, the National Education Association and the U.S. Office of Education, now known as the Department of Education.

Andrew Carnegie, J.P. Morgan, John D. Rockefeller, and Henry Ford were the key contributers and introductional architects of this American educational system of forced schooling. 

Having studied the impelling works of Martin Luther, a German Christian reformer of the 16th century, enabled these organizations to institute the modernization of slavery by way of manipulation and religious beliefs, that is still quietly being utilized in today’s society.

Let’s crack open the windows of this issue and let some air in, shall we? 

The Complexity Of American Literacy

The achievements of these educational bureaucracies in destroying literacy were malevolently incredible. 

The literacy rates during the first 100 years of America’s history, during which compulsory public schooling was almost non-existent, are estimated to be about 98%, not including the slave population of the southern States at that time. 

Popular books of that time contained a complexity of thought and sentence structure that would today exceed the ability of even many highly educated college graduates. 

During the early 1930’s, literacy rates among voluntary U.S. military applicants was 98%. Ten years laters, literacy rates among all military conscripts was 96%.

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During the 1940’s public education was expanded greatly, and Korean military conscripts demonstrated the dramatic results: a drop in literacy rates to 80%. 

These men have had the “benefits” of more years under the tutelage of professionaly trained teachers and “scientifically” selected textbooks than any previous American generation. 

By the Vietnam War, literacy rates had dropped further to 73%, and of this 73%, many of these individuals could not read and understand newspaper articles or read for pleasure, and could not write coherent thoughts without assistance, in spite of a dramatic increase in educational spending per capita. 

In 1993, the National Adult Literacy Survey determined that only 3.5% of the American adult population were capable of literary skills adequate to traditional college study, compared to 30% in 1940, representing a greater than 8-fold decrease over a 53-year period. 

This last statistic should be especially alarming, as the literary skills necessary for college-level study are the engine that drives social and economic progress and that provides the basis for cultural enrichment. 

Such a severe drop will ultimately result in an impoverishment of culture that, according to many historians (Toynbee, Spengler, Quigley), will inevitably lead to our social and political disintegration as a nation. 

According to statistics from the U.S. Justice Department, 80% of all violent felons are illiterate or nearly so. John Taylor Gatto, a school Professor and author of the book entitled: The Underground History of American Education, states his belief that much of this violence might be traced back to the humiliation public schools dish out to students who are labeled illiterate.

Yet the statistics strongly implicate the public schools as being responsible for such illiteracy, since most children will learn to read on their own if left completely to their own motivations and to help from their families and peers, as the early history of America reveals. 

Gatto documents that reading is inherently so easy to learn that many children teach each other to read with little adult intervention, suggesting that in many cases, illiteracy is a learned behavior. 

Lest the reader still think this is preposterous, Anthony Oettinger, a former member of the Council on Foreign Relations, once asked an audience of Communication Executives, “Do we really have to have everybody literate — writing and reading in the traditional sense — when we have means through our technology to achieve a new flowering of oral communication (television)?” 

The primary instrument of inducing illiteracy in the American population has the method of teaching reading by whole-word recognition, which has been proven repeatedly to be a failure, yet it still remains the established method in nearly all of the public schools in America today.

Learning sight-sound correspondences naturally occurs first in children learning any language with a phonetic alphabet. Once children learn to decode the letters on a page into their phonetic equivalents, they can easily teach themselves to read increasingly complex texts. 

The following is a summary of additional techniques used by public schools to teach learned helplessness and incompetence:

Emphasize rote memorization and getting the “right” answer over ability to use knowledge to solve problems and to gain a greater understanding of how the world works. 

Present each course as a subject disconnected from other courses and with little relevance for daily life. 

This principle is a key ingredient in the Prussian formula for creating a society stratified by caste: compartmentalize knowledge and expertise so that only broadly educated administrators at the top of the pyramid, less than 1% of the population, understand the big picture. 

The Prussian model was consciously modeled after that of ancient Sparta; the Hindu system of caste segregation has been maintained by a similar compartmentalization of mass education for the lower castes. 

Present subjects in short 50-minute segments with bell-ringing to signify time to stop, instilling in students the ability to drop their interest at a moment’s notice. 

(Much as television has led to a 30-minute attention span; if a problem can’t be solved in 30 minutes, it is deemed “impossible”.) 

Fill the school day with long stretches of tedious drill, standing in lines, and dealing with boring administrative procedure, with the purpose of teaching students to tolerate mindless bureaucracy. 

(Several students and parents at American local public schools have estimated that the actual substance of what is taught each day could be accomplished in less than 30 minutes.) 

Teach students that their place in life is determined by test scores and rankings, not by the unique qualities of their individual accomplishments. 

Force students to read books and to pass multiple choice questions about these books, transforming what would normally be pleasurable and self-motivated activity into drudgery. 

And most importantly, fill up the students’ schedules with so much meaningless drills and activities that any time for family life, personal privacy, or independent experience is squeezed into oblivion; leaving the public school as students’ primary “nanny” by default, along with the ubiquitous television and its various forms of mind control propaganda. 

The last item is perhaps the most insidious, for when it is combined with the phenonema of the two working-parent household, the modern corporate social system has effectively reduced the family to a mere husk of its former vitality in the first 100 years of America, when the primary mode of educating young people was their participating in essential community activities. 

The most damning statistics of the destructive powers of public schooling become evident from comparisons of the performance of home-schooled children with those from private and public schools. 

Homeschooled children, as a group, show significantly higher performance rankings on reading and math scores, when compared with both public and private school students nationwide. 

Gatto concludes that the American educational experiment has single-handedly been a calculated success in creating numerous “dependent children who grow up to be whining, treacherous, terrified, dependent adults, passive and timid in the face of new challenges.” 

Gattto goes on to say that this debilitating condition “is often hidden under a patina of bravado, anger, and aggressiveness.” 

Why any nation would wish to inflict this on its own youth today cannot be explained other than that its people and its business leaders have succumbed to a pathology so great that cultural suicide has become the accepted price of doing business.


Sources: Why We Still Need Public Schools – ERIC, U.S. Department of Education,; Creation and evolution in public education, Wikipedia,; The Underground History of American Education, John Taylor Gatto,; American Educational History Timeline,; American Indian Boarding Schools,; History of United States Public Schools,; Where Did Public Education Come From?,;