DIFFERENT BUT EQUAL PART 2
By R.C. Murray
December 2, 2007
“…We shall not try to make these people or any of their children into philosophers or men of learning or of science. We are not to raise up from among them authors, orators, poets, or men of letters. We shall not search for embryo great artists, painters, musicians. Nor will we cherish even the humbler ambition to raise up from among them lawyers, doctors, preachers, politicians, statesmen, of whom we now have ample supply…” (Iserbyt 9). [Emphasis added.]
The above quote is cited from Charlotte Iserbyt’s book, the deliberate dumbing down of america. Frederick T. Gates, Director for Charity for the Rockefeller Foundation, said this in 1913 as he took over the Southern Education Board. Note the boldfaced words. Who are the “we,” and who are “these people,” whose minds the “we” are enslaving by controlling their education?
“These people” are Southerners, both white and black, though the two were separated by supposedly Separate but Equal school systems, systems devised and implemented by the “we,” wealthy, Northern social planners still reconstructing the South. In the 1890’s, Rockefeller, Carnegie and other super-rich, Northern industrialists bought controlling interest in public schools. By 1918, all Americans were surrendering their unalienable rights and children to the state, though ostensibly to an unelected cartel of the super-rich and neo-Gnostic philanthropists. The super-rich wanted an academically dumbed-down workforce for their coalmines, railroads and factories. The neo-Gnostics wanted a biblically dumbed-down universal church that would look to their scholarship, not the Bible, as their moral and spiritual authority.
Southern children were forcibly removed from their homes, separated from their family and Bible and placed in public school classrooms where textbooks would soon be telling them their fathers were all racists who nearly destroyed the nation. Believing this lie, many white Southerners felt obliged to accommodate that stereotype. In separate schools, black children were taught to distrust and hate their white neighbors, the source of their continued oppression. Tension between the races was important in order to distract all Southerners from realizing what was really happening. Southerners were being systematically brainwashed – conditioned – like Pavlov’s dog. Even those liberty-loving Baptists that dominated the Southern landscape and culture willingly sacrificed their children and set aside their Bible in obedience to the government school god.
The elitists didn’t try to accomplish all their goals overnight. They were patient. As I said in a previous article, Principals of Newspeak, even after public schools were started, they instilled Christian values and a middle class work ethic, if only because most teachers came from middle class, Christian families. Their first priority was to cast their illiteracy nets over a wider school of fish.
For over 150 years, most Americans were taught to read using the New England Primer, which not only taught kids how to read, it contained religious maxims and lots of moral lessons. Many of its passages were taken directly from the KJV Bible, which was a serious problem for neo-Gnostic Unitarians. Soon, an effort was underway to replace the New England primer with new, more secular primers like the McGuffie Readers. Although the McGuffie readers contained some Bible and moral lessons, with each new edition, the Bible and absolute moral values slowly faded from the pages, giving way to more secular primers like Shelton’s, Appleton’s, Harper’s and Baldwin’s readers. By the early 1950’s, American kids were getting dumb with basal readers Dick & Jane, which set aside phonics in favor of the new look-say method [now called whole language]. All these new reading primers were very different from the New England Primer.
Back then there were prayer and Bible reading in public schools. But they had a plan for that too. Google Engel v. Vitale and Abington v. Schempp. The Bible itself would be subject to Jehoiakim’s penknife long before Supreme Court intervention, thanks to the introduction of new, doctrinally dumbed-down modern bibles like the Revised Standard and New Revised Standard Versions, the American Standard and New American Standard Versions, the International and New International Version, etc. All these modern bibles are very different from the KJV Bible.
Another major change was history. As noted above, American history textbooks almost immediately began to reflect the victor’s account of the Civil War. But it didn’t stop there. The contributions of Southerners prior to the war were minimized, while contributions of Northerners were embellished. Now George Washington, Thomas Jefferson, James Madison and James Monroe were less important than John Adams, Ben Franklin, Paul Revere and Thomas Paine. Over time, American history itself was less important. The effort to trivialize American history hit high gear 40 years ago. Now if you were to ask a high school student to explain the Monroe Doctrine, the best you can hope for is dumb looks. Try to ignore the terse verbal response. The history that is taught to public school kids today is very different from what really happened.
What “science” American children were taught prior to 1842 was little more than introductory concepts of physical science, but it was based on scientific laws [i.e., Law of Gravity, the Laws of Motion, the Law of Conservation of mass, etc.], not theories like Darwinism and psychology. That would come later. They weren’t ready to force their hand in this area yet. The infamous 1925 Scopes Monkey Trial was not only a hoax but a prelude to what was soon to happen in every public school classroom. By 1959 President Eisenhower ordered the teaching of evolution in public schools. Didn’t anyone question the president’s authority to order anything regarding state schools? Nah.
As Dr. Dennis Cuddy explains, “The American people have been so conditioned that they will allow government to do almost anything to them without protest, even eliminating Constitutional rights.” America’s public schools are now one system, a system glued together with federal dollars. What was started by the feds in the South in the 1860’s is now in place in all 50 states, and it’s completely controlled by the feds. If you doubt it, just try to teach anything contrary to the national education policy. You’ll be overruled by the Supreme Court, lose all federal funding and visited by U.S. Marshals or maybe federal troops. It’ll be Reconstruction, déjà vu.
But what about the old Separate but Equal thing? I said they were patient. At the end of the Civil War, Southern sentiment toward the North was less than friendly, and freed slaves distrusted white Southerners. Freedom was still in the North, so hundreds of thousands migrated to the North, only to find they weren’t welcome there. To reverse the northern migration, social planners duped them into believing Sherman’ Special Field Order 15 or “40 acres and a mule.” Though politics certainly played a part in curtailing reparations, a darker force than mere politicians was behind the sinister policy that came to be called Separate but Equal.
Maybe 1% of the four million former slaves received land or mules. Most were persuaded to believe they would receive an equal education in separate schools and could co-exist in peace, completely separated from their former oppressors. Schools, public transportation, theaters, restaurants, meeting houses and even churches were separate but supposedly equal. And according to the Supreme Court in 1896 [Plessy v. Ferguson], this separation was Constitutional. Then the high Court reversed itself 58 years later. What was different? Time. The time was right for the federal government to show its hand. Public schools, which were started by a few neo-Gnostic Unitarians then forced on the war-torn South then bought out by super-rich Northern industrialists, were now under federal control.
Desegregation started in the South but by the 1970’s, a racial balance in Northern economically segregated schools became the objective with forced bussing used as the instrument of social change. Additional unconstitutional court rulings, presidential orders and rubber stamp laws would follow until the Seven Deadly Sins of Public Education discussed in an earlier article were implemented throughout the nation:
- Whole Language deconstructionists target minority and low income families with this mind controlling strategy. Rather than correct generational phonetic weaknesses and teach phonics, they exploit these weaknesses by requiring kids to memorize a few words instead of learning to actually read thousands of words.
- Holistic grading compounds the above weakness. Because reading skills are never developed, writing skills also fail to develop. Ignoring this weakness by not grading for grammar, spelling, punctuation, word usage, sentence structure, etc., harms the same minority and low income families.
- Learning disability labels help no one because the label only prevents the child from learning to the best of his or her ability. And again, it’s more than coincidental that most of the children labeled LD [Learning Disabled] and BED [Behavior and Emotionally Disabled] are from minority and low income families.
- Learning style labels are no different than official labels. Telling a child he’s a diverse [different] learner so he doesn’t have to read and write may get him through The System, but it’ll kill his chances of getting into college or finding a good job. And again, it’s the children of minority and low income families they label as diverse.
- Group learning is legalized cheating. And encouraging the above LD and diverse learners to copy the work of other students makes them dependent on someone else.
- Thematic visualization is stupid. We’re not cavemen! Drawing and playing games will never take the place of reading, writing, taking notes and studying!!!
- Block scheduling would be funny if it wasn’t so egregious. It robs valuable classroom time already eaten up with paperwork to justify the above labels and legalized cheating then forces kids to sit in a classroom beyond what their short attention spans can endure.
In its deciding opinion in Brown v. Board of Education (1954), the Court not only declared separate educational facilities for minorities were inherently unequal, it noted “a sense of inferiority affects the motivation of a child to learn.” Separate schools for minority students were only separate; they were not equal.
Today’s Different but Equal teaching strategies look surprisingly like Separate but Equal education policies. Remember, things that are different only by degrees are essentially the same. They’ve now widened their illiteracy nets by targeting the children of all minorities [African, Hispanic and Native Americans] and low income, white families, claiming these students are different and therefore require different teaching strategies. In other words, their expectations for these students are different [lower], so their different strategies require different [lower] academic [and grading] standards, which ultimately result in different [lower] achievement levels. Despite programs to inflate self-esteem, minority and low income students know they’re not learning what their peers are learning, which causes them to feel inferior, which affects their motivation to learn. Different teaching strategies for minorities and low income children are only different; they’re not equal.
Slavery never really ended. It merely changed in form and purpose then expanded to include millions more Americans. And with each year government schools remain in operation, tens of thousands more minds become government “property.” Public schools were never about education but reconstructing the American society. Remember, education and slavery are incompatible.
Why aren’t church and minority leaders and family advocacy groups outraged? Why don’t more parents save their kids from public schools? Is anybody listening?!
© 2007 – R.C. Murray
On The Web: http://www.newswithviews.com/Murray/randy4.htm