Education, or rather, mis-education has long been an important tool for keeping people disoriented and disarmed.
x-posted from India and the NWO thread (
http://forums.bharat-rakshak.com/viewto ... 78#p976678):
Here is a nice article from former Scientific American editor Madhusree Mukerjee, who is the author of "Churchill's Secret War: The British Empire and Ravaging of India During World War II".
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"The Most Powerful Scientist Ever: Winston Churchill's Personal Technocrat"
A physicist ended up wielding a great deal of power during Churchill's political career, affecting policy on matters well outside the purview of science
by Madhusree Mukerjee
August 6th, 2010
Scientific American
To watch over the care and feeding of Britons, Winston Churchill recruited a trusted old friend, the physicist Frederick Alexander Lindemann (later known as Lord Cherwell). Known as the Prof to admirers (because of his academic credentials and his brilliance) and as Baron Berlin to detractors (thanks to his German accent and aristocratic tastes), Lindeman was responsible for the government's scientific decisions. He also headed a Statistics Division, or S branch, with whose help he scrutinized the performance of the regular ministries and prioritized the logistical machinery of warfare. Lindemann attended meetings of the War Cabinet, accompanied the prime minister on conferences abroad, and sent him an average of one missive a day. He saw Churchill almost daily for the duration of the war and wielded more influence than any other civilian adviser.
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Eugenic ideas feature in a lecture that Professor Lindemann had delivered more than once, probably in the early 1930s. He had detailed a science-based solution to a challenge that occupied many an intellect of the time: preserving for eternity the hegemony of the superior classes.
Any attempt "to force upon Nature an equality she has never admitted" was bound to lead to bloody strife, the scientist asserted in a draft of this talk.
Instead of subscribing to what he called "the fetish of equality," he recommended that human differences be accepted and indeed enhanced by means of science. It was no longer necessary, he wrote, to wait for "the haphazard process of natural selection to ensure that the slow and heavy mind gravitates to the lowest form of activity."
New technologies such as surgery, mind control, and drug and hormone manipulations would one day allow humans to be fine-tuned for specific tasks. Society could create "gladiators or philosophers, athletes or artists, satyrs or monks" at will--indeed, it could manufacture "men with a passion and perhaps even aptitude for any desired vocation." At the lower end of the race and class spectrum, one could remove from "helots" (the Greek word for slaves) the ability to suffer or to feel ambition.
"Somebody must perform dull, dreary tasks, tend machines, count units in repetition work; is it not incumbent on us, if we have the means, to produce individuals without a distaste for such work, types that are as happy in their monotonous occupation as a cow chewing the cud?" Lindemann asked.
Science could yield a race of humans blessed with "the mental make-up of the worker bee." This subclass would do all the unpleasant work and not once think of revolution or of voting rights: "Placid content rules in the bee-hive or ant-heap." The outcome would be a perfectly peaceable and stable society, "led by supermen and served by helots."
Because many people would evince an "illogical disgust" of such alterations to the nature of the human species, one might have to make do with great apes for such tasks instead of humans, the Prof conceded. It would of course be "somewhat more difficult to make an efficient bricklayer out of a gorilla than out of a bushman," but at least no one would demand votes on behalf of an ape.
As for the "unlimited number of half-witted children born of mentally defective parents," sterilization could and should ensure that society be freed of that burden.
"Philosophers have failed to agree on any definition of what is good and what should be our aim is a matter of individual opinion," the professor summarized.
"But unless we desire to see our civilization perish, to see it disappear as the great eastern cultures of the Nile and Mesopotamia did, unless we wish to prepare [for] new dark ages such as followed the crumbling of the Roman empire, the fundamental cause of present day unrest will have to be removed."
To consolidate the rule of supermen--to perpetuate the British Empire--one need only remove the ability of slaves to see themselves as slaves.
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Here is an interesting study of how these ideas have been implemented in the United States, drawing mostly from John Taylor Gatto's book,
The Underground History of American Education: An Intimate Investigation into the Problem of Modern Schooling (New York: Oxford Village Press, 2001)
The Educational System Was Designed to Keep Us Uneducated and Docile
It's no secret that the US educational system doesn't do a very good job. Like clockwork, studies show that America's schoolkids lag behind their peers in pretty much every industrialized nation. We hear shocking statistics about the percentage of high-school seniors who can't find the US on an unmarked map of the world or who don't know who Abraham Lincoln was.
Fingers are pointed at various aspects of the schooling system—overcrowded classrooms, lack of funding, teachers who can't pass competency exams in their fields, etc. But these are just secondary problems. Even if they were cleared up, schools would still suck. Why? Because they were designed to.
How can I make such a bold statement? How do I know why America's public school system was designed the way it was (age-segregated, six to eight 50-minute classes in a row announced by Pavlovian bells, emphasis on rote memorization, lorded over by unquestionable authority figures, etc.)? Because the men who designed, funded, and implemented America's formal educational system in the late 1800s and early 1900s wrote about what they were doing.
Almost all of these books, articles, and reports are out of print and hard to obtain. Luckily for us, John Taylor Gatto tracked them down. Gatto was voted the New York City Teacher of the Year three times and the New York State Teacher of the Year in 1991. But he became disillusioned with schools—the way they enforce conformity, the way they kill the natural creativity, inquisitiveness, and love of learning that every little child has at the beginning. So he began to dig into terra incognita, the roots of America's educational system.
In 1888, the Senate Committee on Education was getting jittery about the localized, non-standardized, non-mandatory form of education that was actually teaching children to read at advanced levels, to comprehend history, and, egads, to think for themselves. The committee's report stated, "We believe that education is one of the principal causes of discontent of late years manifesting itself among the laboring classes."
By the turn of the century, America's new educrats were pushing a new form of schooling with a new mission (and it wasn't to teach). The famous philosopher and educator John Dewey wrote in 1897:
Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth.
In his 1905 dissertation for Columbia Teachers College, Elwood Cubberly—the future Dean of Education at Stanford—wrote that schools should be factories "in which raw products, children, are to be shaped and formed into finished products...manufactured like nails, and the specifications for manufacturing will come from government and industry."
The next year, the Rockefeller Education Board—which funded the creation of numerous public schools—issued a statement which read in part:
In our dreams...people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character education] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, 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 task we set before ourselves is very simple...we will organize children...and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way.
At the same time, William Torrey Harris, US Commissioner of Education from 1889 to 1906, wrote:
Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.
In that same book, The Philosophy of Education, Harris also revealed:
The great purpose of school can be realized better in dark, airless, ugly places.... It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.
Several years later, President Woodrow Wilson would echo these sentiments in a speech to businessmen:
We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forego the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.
Writes Gatto: "Another major architect of standardized testing, H.H. Goddard, said in his book Human Efficiency (1920) that government schooling was about 'the perfect organization of the hive.'"
While President of Harvard from 1933 to 1953, James Bryant Conant wrote that the change to a forced, rigid, potential-destroying educational system had been demanded by "certain industrialists and the innovative who were altering the nature of the industrial process."
In other words, the captains of industry and government explicitly wanted an educational system that would maintain social order by teaching us just enough to get by but not enough so that we could think for ourselves, question the sociopolitical order, or communicate articulately. We were to become good worker-drones, with a razor-thin slice of the population—mainly the children of the captains of industry and government—to rise to the level where they could continue running things.
This was the openly admitted blueprint for the public schooling system, a blueprint which remains unchanged to this day. Although the true reasons behind it aren't often publicly expressed, they're apparently still known within education circles. Clinical psychologist Bruce E. Levine wrote in 2001:
I once consulted with a teacher of an extremely bright eight-year-old boy labeled with oppositional defiant disorder. I suggested that perhaps the boy didn't have a disease, but was just bored. His teacher, a pleasant woman, agreed with me. However, she added, "They told us at the state conference that our job is to get them ready for the work world…that the children have to get used to not being stimulated all the time or they will lose their jobs in the real world."
John Taylor Gatto's book, The Underground History of American Education: An Intimate Investigation into the Problem of Modern Schooling (New York: Oxford Village Press, 2001), is the source for all of the above historical quotes. It is a profoundly important, unnerving book, which I recommend most highly. You can order it from Gatto's Website, which now contains the entire book online for free.
The final quote above is from page 74 of Bruce E. Levine's excellent book Commonsense Rebellion: Debunking Psychiatry, Confronting Society (New York: Continuum Publishing Group, 2001).
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