Forced Government Indoctrination Camps (part 1)

"Plans are underway to replace community, family, and church with propaganda, education, and mass media....the State shakes loose from Church, reaches out to School … People are only little plastic lumps of human dough." -Edward A. Ross, “Social Control,” 1901

“Each year the child is coming to belong more to the State and less and less to the parent.” -Ellwood Cubberley, “Conceptions of Education” 1909

Before 1852 American education consisted of one-room school houses, independent teachers, and students of all ages attending of their own free will. Curriculums and funding came directly from local communities without a federalized bureaucracy ruling over every facet like today. From 1852-1918 things changed as the government began pushing to enforce compulsory schooling laws all across America. These were coupled with new “child labor laws” in an effort to take children off the farms from under their family’s tutelage and force them into indoctrination camps under the government’s tutelage. These laws were met with strenuous opposition at every turn by the US population and unless there was an incredibly well-backed agenda to make sure such laws passed, they would not have. If it was simply a matter of what the people in individual states really wanted, child labor and compulsory schooling issues would have been dropped as soon as they were raised.

“At first the laws were optional ... later the law was made state-wide but the compulsory period was short (ten to twelve weeks) and the age limits low, nine to twelve years. After this, struggle came to extend the time, often little by little...to extend the age limits downward to eight and seven and upwards to fourteen, fifteen or sixteen; to make the law apply to children attending private and parochial schools, and to require cooperation from such schools for the proper handling of cases; to institute state supervision of local enforcement; to connect school attendance enforcement with the child-labor legislation of the State through a system of working permits.” -Ellwood Cubberley, “Public Education in the United States” 1919/34

Once federalized mandatory schooling was employed countrywide, the compulsory attendance of 9-12 year olds, 10-12 weeks a year, was incrementally lengthened to the point that nowadays 4 year olds are entering pre-schools and 26 year old doctors are still being indoctrinated. Ironically the longer students remain in their respective institutions, the more respect they are generally given in their field. Thus our “experts” in Medicine, Science, Technology, Philosophy, Economics, Politics etc. are generally those who have received the most government indoctrination.

“Since 1900, and due more to the activity of persons concerned with social legislation and those interested in improving the moral welfare of children than to educators themselves, there has been a general revision of the compulsory education laws of our States and the enactment of much new child-welfare ... and anti-child-labor legislation ... These laws have brought into the schools not only the truant and the incorrigible, who under former conditions either left early or were expelled, but also many children ... who have no aptitude for book learning and many children of inferior mental qualities who do not profit by ordinary classroom procedures ...Our schools have come to contain many children who ... become a nuisance in the school and tend to demoralize school procedure.” -Ellwood Cubberley, “Public Education in the United States” 1919/34

At the turn of the 20^th century Cubberley spoke of how children mechanically minded, without aptitude for book learning, or of inferior mental capacities, “become a nuisance in the school and tend to demoralize school procedure.” At the turn of the 21^st century, Bush continues pushing the idea of “No Child Left Behind,” the complete opposite, which expands special-ed at the expense of gifted and talented programs, promotes “outcome-based education” (an atrocious educational philosophy now being promoted), and furthers state control of your children. If you believe in the myth of a benevolent nanny-state that looks out for your best interests from cradle to grave, “No Child Left Behind” might fit well into your philosophy, but for independent individuals, lovers of freedom, this is the final step in government mind-control.

“In 1909 a factory inspector did an informal survey of 500 working children in 20 factories. She found that 412 of them would rather work in the terrible conditions of the factories than return to school.” -Helen Todd, "Why Children Work," McClure’s Magazine, April, 1913

“In one experiment in Milwaukee, for example, 8,000 youth ...were asked if they would return full-time to school if they were paid about the same wages as they earned at work; only 16 said they would.” David Tyack, “Managers of Virtue,” 1982

California Education Administrator Ellwood Cubberley was the main anti-establishment voice speaking out against the standardizing and Germanizing of our schools. The leading establishment voice was (1889-1906) US Commissioner of Education William Torrey Harris. Listen to Harris’ words from his 1906, “The Philosophy of Education”: “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.” Is this a sane “Philosophy of Education” by anyone’s standards? This is the man who gave America scientifically age-graded classrooms to replace the long successful practice of mixed-age school houses. In “The Philosophy of Education,” Harris wrote his vision of the perfect classroom: “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.”

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