Gary Jacobucci/Contributing writer
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Gatto also states the “Third, the state was posited as the true parent of children” which equates to an agenda of breaking down the family and moral structure of the U.S.
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Thoughts for this morning: The challenges to reasoning for ourselves
I was reflecting on a clip tilted: Most Americans brainless and obedient
It may be hard to believe that the roots of our modern education was in addressing the problem of soldiers thinking for themselves on the battlefield, but this seems that is the case.
About 10 years ago I listened to a fascinating interview with John Gatto in which he described the circumstances that led up the ‘Prussian model of education’…
The Prussian Army had lost a major battle to Napoleon and the generals were called on the carpet to answer to the Prussian aristocracy.
The Generals blamed their defeat on the soldiers thinking for themselves on the battlefield.
The solution proposed was to have the behavioral scientist and the military scientist get together and revise the education system to create a more obedient soldier.
They came up with the idea that moving the youth between cubicles every hour, separated by bells – and the rewarding of students to memorize and regurgitate fragmented, isolated information (testing) – would solve the problem.
One author writes…
“John Gatto, 1991 New York teacher of the year and voice for educational reform, has done a stellar job of describing how the Prussian model set the standard for educational systems right up to the present;
“The whole system was built on the premise that isolation from first-hand information and fragmentation of the abstract information presented by teachers would result in obedient and subordinate graduates, properly respectful of arbitrary orders” he writes.
He says the American educationists imported three major ideas from Prussia. The first was that the purpose of state schooling was not intellectual training but the conditioning of children “to obedience, subordination, and collective life.” Thus, memorization outranked thinking.
Second, whole ideas were broken into fragmented “subjects” and school days were divided into fixed periods “so that self-motivation to learn would be muted by ceaseless interruptions.”
Third, the state was posited as the true parent of children. All of this was done in the name of a scientific approach to education.”
The effectiveness of the modern education system is reflected in something USMC Major General Smedley Butler wrote after leaving the military… “My mental faculties remained in suspended animation while I obeyed the orders of the higher-ups. This is typical with everyone in the military.”
General Butler writes… “I wouldn’t go to war again as I have done to protect some lousy investment of the bankers. There are only two things we should fight for. One is the defense of our homes and the other is the Bill of Rights. War for any other reason is simply a racket.”
The statement from U.S. General Wesley Clark (Ret.) in the days following 9-11 reflects this…The Plan
This modus operandi is also reflected in statements from TPTB (the powers that be) in the way they view the military.
In their book The Final Days, Bob Woodward and Carl Bernstein quote Henry Kissinger ‘pointedly’ remarking in the presence of former general and then Nixon’s Chief of Staff Alexander Haig…that “military men were dumb, stupid animals to be used as pawns for foreign policy.”
Gatto also states the “Third, the state was posited as the true parent of children” which equates to an agenda of breaking down the family and moral structure of the U.S.
A few thoughts (of hundreds) from our ‘leading educators’ on creating “the international child of the future”…
“There is no God and no soul. Hence, there are no needs for the props of traditional religion. With dogma and creed excluded then immutable truth is also dead and buried. There is no room for fixed, natural law or permanent absolutes.”
– John Dewey, the father of American Progressive Education, the leading educator from 1924 to 1974, signer of the Humanist Manifesto, 1933; and teacher of Rockefeller Brothers; of whom is claimed by a major poll of educators, “No individual has influenced the thinking of American educators more.”
“Every child entering school at the age of 5 is mentally ill, because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well by creating the
international child of the future.”
– Chester M. Pierce M.D., professor or education and psychiatry at Harvard University, speaking to educators at the UNESCO meeting held in Denver in 1973 called ‘The Childhood International Educational Seminar’. (From ‘None Dare Call It Education’ by John Stormer)
“Every child in America comes to school insane at the age of six because of the American family structure.”
– Ashley Montague, influential educator in the 1970’s
“Parents and the general public must be reached also; otherwise youth enrolled in a globally oriented programs may find themselves in conflict with values assumed in the home and then the education system frequently comes under scrutiny and must pull back.”
– John Goodland – ‘Schooling for a Global Age’ 1981
My biggest concern is in seeing General Butler’s “My mental faculties remained in suspended animation while I obeyed the orders of the higher-ups. This is typical with everyone in the military” also reflected in government – and specifically in ‘local’ emergency response, which has been co-opted by the DHS and promises to be a big issue in the months and years to come.
With most of the emergency response protocols delegated to government employees via the DHS, we see that the ‘response’ will be strictly following the guidelines and directives set down by the DHS (which includes FEMA).
After the 9-11 event, the attitude at the Pentagon was said to be CYA (cover your ass) with no one wanting to put their job in jeopardy by doing anything other than singing from the song sheet. Those that sang for the song sheet were promoted; those that questioned or became whistle blowers were culled.
In my own county I’ve found it very difficult to generate any interest in a local emergency response or defense as everyone seems resigned to follow the orders of higher up and hope for the best.
– Gary
The PPJ Gazette 
Illinois State Board of Education, Whole Child Task Force, SEL
Mar 25, 2022 @ 12:50:24
May 24, 2011 @ 18:59:09
Well done, PPJ. Gary Jacobucci has written a timely and important article.
While the basic thrust of his article has been known in some quarters for some time, its relevance today is particularly important.
This information goes hand-in-hand with that important book: The Deliberate Dumbing Down of America, written by Charlotte Thomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education freely available here: http://www.deliberatedumbingdown.com/MomsPDFs/DDDoA.sml.pdf
In the book, How to Learn-How to Teach: Overcoming the Seven Barriers to Comprehension, of which I am a co-author, we address many of the issues revealed in your article and give answers for protecting our children from these abuses foisted on them. (See: http://www.howtolearneasily.com or http://www.howtolearn-howtoteach.com). The material in the book is also vital information for Home-Schooling parents who want to be sure they doing the best possible job for their children.
The book reveals a basic fact and premise—Learning is an ability we all have. Young children do it naturally. Thus, in the context of the abysmal results we see in our schools, the question arises: What’s getting in the way of this natural ability to learn?
Apart from the deliberate dumbing down that is the practice of “the establishment,” we discovered there are seven barriers to comprehension that are being unwittingly (though some assert carelessly) inflicted on our children. The book deals with the handling of this.
The book also deals with, among other important items, issues such as these:
• The personal method of learning each child has
• Discovery Learning & Inquiry-Based Learning
• Dyslexia may well be the mark of a higher level of natural ability—three dimensional learners
• Cause and effect in learning—student sovereignty
• Three stages of student decline
• The recovery of “failed” students
Anyone who wants to proof their children from the scourge of what your article reveals and ensure good grades should read the above two books.
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May 24, 2011 @ 12:27:02
May 24, 2011 @ 03:01:47
I notice the German defense league has been out in full force. Apparently persecution is ok as long as it doesn’t apply to them. This article was not about Germans as Prussians, or anyone for that matter. It was about the methods being used to brainwash kids in to idiots. Which is why my kids do not and will not ever attend public school. My 15 year old is already taking college courses while his counterparts in public school can barely read or write. My 7 year old is working on an equivelent of a ninth grader. If she was in public school they would hold her back and make her work at the rate of the slowest kid in the class.
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May 24, 2011 @ 02:54:29
Ah! Yes! The jews! How could we forget to blame the jews for this too. That must be it! Those darned jews lied just to make the Germans (who have a long history of murderous activity including trying to take over the world) look bad.
As for your pathetic attempt to make Germany look blameless in WW2 and as though we attacked them without provocation…..Japan attacked us on behalf of Germany whose ally they were. Hitler declared war on us on December 10 after Pearl Harbor on behalf of their ally Japan whom we had just declared on.
Poor Germans. And Hitler was such a good guy too! A couple of references among many in this article and you zero in on the Prussians and go blind on everything else. It was the jews! The Jews!!!!!!
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May 24, 2011 @ 02:10:37
The arguments put forward in the article remind very strongly of those invented by Horkheimer und Adorno, the main representatives of the “Frankfurt School of Social Studies” – a Jewish outfit in New York (1934 onwards) that was strongly engaged in construeing the propaganda upon which the Roosevelt administration was conducting its war against Germany, a country that had done nothing to America, and indeed, in 1941 the war path of Roosevelt was still a hard sell to the American people, despite the propaganda effort. The same arguments used by these “social philosophers” to vilify Germans are now showing up in America itself, e.g. (from above):
“Every child entering school at the age of 5 is mentally ill, because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well by creating the
international child of the future.”
– Chester M. Pierce M.D., professor or education and psychiatry at Harvard University, speaking to educators at the UNESCO meeting held in Denver in 1973 called ‘The Childhood International Educational Seminar’. (From ‘None Dare Call It Education’ by John Stormer)
“Every child in America comes to school insane at the age of six because of the American family structure.”
– Ashley Montague, influential educator in the 1970’s
So it is somehow society (the regular people making it up) which is mis-directing children’s minds. That’s the “Frankfurt Schools’s” argument for the destruction of German society, as much as the destruction of any society that doesn’t accept the teachings of some “intellectuals”.
“Stubby” is apparently not aware of the fact that his believes might be those instilled in him and to reflect those by Horkheimer, Kaufman, Morgenthau, Nizer, all hate mongers of the first rate.
The ideas cited above that the Prussian schooling system was intending to make unthinking robots are wrong; indeed, the Prussian system of education was emulated the world over because it was uniquely successful and leading to a solid education. Public education was introduced after the Napoleonic wars and many former soldiers were hired as school teachers to give them employment in exchange for the years spent in fighting Napoleon. Wilhelm von Humboldt is credited as a major force in creation the German-Prussian system of higher education, which strifed towards a universal education, relatively free from specific requirements. Proof of mastery of a topic was to be given by work, such as a dissertation.
The modern State needs quiet, unthinking subjects, Prussia did not. The motive power for the creation of the obedient subject is therefore to be sought in current motivations of state leadership and ideology.
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May 23, 2011 @ 03:25:21
Vilifying the Germans?
Well the results of “the Plan” are obvious: in the lack of thinking skills apparent in such remarks as this has anything to do with “vilifying the Germans.”
WTF people?
We are surrounded by, Homo Vishnu Amerikanus the amazing TVZombies.
jeeeeeeeeeeeze
\\+//
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May 23, 2011 @ 01:19:26
What in the heck does this article have to do with villifying the Germans?
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May 22, 2011 @ 21:16:14
Ah yes! Those poor Germans! So much clap trap. They have been so villified! Maybe because they are a race of muderous, trecherous killers! Geezo beezo..Look at history…Oh I forgot myself there….I forgot they are the master race. What was I thinking?
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May 22, 2011 @ 21:06:13
Seems like a lot of non-sensical claptrap aimed at yet again vilifying Germans. While the modern American soldier might be expected to behave like a robotic killing machine, the soldiers in the war to drive off Napoleon in Europe were drawn from the people and were constituting a military force that was acting as the expression of the will of the people to be free. To denounce a proper training to have a chance against the vast forces of the absolute French ruler whose forces were rolling over all of Europe is dishonorable. The troops in the 18th century were indeed acting in a very mechanical way which one can see depicted in movies dealing with that time, but the French revolution brought about a change in military tactics, and instead of the rigid troup encounters on a neatly delineated battlefield, less formal but more successful methods were implemented.
The German military used to use the Auftragstaktik, leaving decisions to lower ranks or even the common soldier as the situation demanded it. That is just the opposite of acting in a blindly obedient and unthinking manner.
By the way, without Prussian military assistance (General von Steuben, e.g.) the American Revolution might have faltered due to the motley crew of disorganized American revolutionaries trying to fight the British. Makes it all the more strange that such strange ideas should be mixed together in an article as the one above.
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May 22, 2011 @ 17:27:29
When a baby is born in the United States, a birth certificate is registered with the Bureau of Vital Statistics in the State of birth. The key word here is “registered” as registered in international commerce. The baby becomes the surety, whose energy is due at some future date. When the birth certificate is registered in the U.S. Department of Commerce, the Department of Treasury issues a bond on the birth certificate ($1,000,000) and the bond is sold at some securities exchange and perhaps bought by the Federal Reserve Bank, which then uses it as collateral in order to issue Federal Reserve Notes or some other form of “debt obligation” (see 18 USC §411). The bond is then held in trust for the Federal Reserve at the Depository Trust Corp. At 55 Water Street, in New York City, about two blocks down the street from the Fed. It is a high rise office building and the sign out front reads “The Tower of Power”.
http://www.stopthepirates.blogspot.com
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Poster's Paradise » I have always maintained…
May 22, 2011 @ 15:42:29
May 22, 2011 @ 15:42:23
Every man for himself!
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May 22, 2011 @ 12:37:19
WOW! This article is dead on. As a retired emergency first responder, I often exclaimed to my friends that it was twenty plus years of the most mind numbing experience of my life. It did however, pay for a college education, and I am now happily in the private sector. In the public sector, I witnessed the make no wave idiots get promoted to the highest levels of the organization, but those that thought for themselves were marginalized, as was I. In the event of a large scale emergency, do not heed the mass evacuation orders and do not follow the local government officials direction, most often they are fraught with high school graduates akin to a locker room of Neanderthals, or sexually confused women trying to aspire to the same level of stupidity as to the gender set they ascribe to, which creates its own set of anger issues. It’s all about being part of the “in crowd.” Be prepared and think for yourselves and think long and hard before you invite any government official into your house, often times it is the class clown deciding your fate. Why do you think they are unionized?
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May 22, 2011 @ 10:32:01
USA is a lifeless corpse animated by the scum masonic footsoldiers of the british empire cabal
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May 21, 2011 @ 18:00:32
I offer to your attention a film about six priorities of the generalized instruments of management by countries and people of Earth.
Six Principles of Global Manipulation
http://www.youtube.com/watch?v=0fF3TQ0lJnU
Anti-Qur’an Strategy of the Bible Project Wheeler-Dealers
http://http://www.youtube.com/watch?v=_1wXgXwj3MI
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May 20, 2011 @ 22:39:06
I first learned of this man’s story on Veterans’ Day. This was one man who found his own way to follow his own conscience. He REFUSED to kill another human being just because he was ordered to do so.
Rank and organization: Private First Class, United States Army, Medical Detachment, 307th Infantry, 77th Infantry Division.
Place and date: Near Urasoe Mura, Okinawa, Ryukyu Islands, April 29, 1945 – May 21, 1945.
Entered service at: Lynchburg, Virginia
Birth: Lynchburg, Virginia
G.O. No.: 97, November 1, 1945.
Citation:
He was a company aid man when the 1st Battalion assaulted a jagged escarpment 400 feet (120 m) high. As our troops gained the summit, a heavy concentration of artillery, mortar and machinegun fire crashed into them, inflicting approximately 75 casualties and driving the others back. Pfc. Doss refused to seek cover and remained in the fire-swept area with the many stricken, carrying all 75 casualties one-by-one to the edge of the escarpment and there lowering them on a rope-supported litter down the face of a cliff to friendly hands. On May 2, he exposed himself to heavy rifle and mortar fire in rescuing a wounded man 200 yards (180 m) forward of the lines on the same escarpment; and 2 days later he treated 4 men who had been cut down while assaulting a strongly defended cave, advancing through a shower of grenades to within 8 yards (7.3 m) of enemy forces in a cave’s mouth, where he dressed his comrades’ wounds before making 4 separate trips under fire to evacuate them to safety. On May 5, he unhesitatingly braved enemy shelling and small arms fire to assist an artillery officer. He applied bandages, moved his patient to a spot that offered protection from small arms fire and, while artillery and mortar shells fell close by, painstakingly administered plasma. Later that day, when an American was severely wounded by fire from a cave, Pfc. Doss crawled to him where he had fallen 25 feet (7.6 m) from the enemy position, rendered aid, and carried him 100 yards (91 m) to safety while continually exposed to enemy fire. On May 21, in a night attack on high ground near Shuri, he remained in exposed territory while the rest of his company took cover, fearlessly risking the chance that he would be mistaken for an infiltrating Japanese and giving aid to the injured until he was himself seriously wounded in the legs by the explosion of a grenade. Rather than call another aid man from cover, he cared for his own injuries and waited 5 hours before litter bearers reached him and started carrying him to cover. The trio was caught in an enemy tank attack and Pfc. Doss, seeing a more critically wounded man nearby, crawled off the litter; and directed the bearers to give their first attention to the other man. Awaiting the litter bearers’ return, he was again struck, by a sniper bullet while being carried off the field by a comrade, this time suffering a compound fracture of 1 arm. With magnificent fortitude he bound a rifle stock to his shattered arm as a splint and then crawled 300 yards (270 m) over rough terrain to the aid station. Through his outstanding bravery and unflinching determination in the face of desperately dangerous conditions Pfc. Doss saved the lives of many soldiers. His name became a symbol throughout the 77th Infantry Division for outstanding gallantry far above and beyond the call of duty.[2]
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